analiza privind dezvoltarea competentelor de viata ale tinerilor din ...
Transcript of analiza privind dezvoltarea competentelor de viata ale tinerilor din ...
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ANALIZA PRIVIND DEZVOLTAREA COMPETENTELOR DE
VIATA ALE TINERILOR DIN EUROPA
Knowledge and Skills for Youths in Europe
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Echipa:
ROMANIA
Catalina Badoiu-coordonator proiect
Dan Barna- trainer/cercetator
Lucratori de tineret:
Adela Vulpe
Alexandru Pandrea
lin Io n hirim
Aurelia Casaru
Beniamin Paduret
Cristina-Giorgiana Bica
Delia Florentina Caldararu
Georgiana Steliana Bunea
Ioana Diana Duca
Ioana Popa
Iuliana-Valentina Bratosin
Madalina Paraschiv
Marian Iulian Moise
Nicoleta-Corina Duta
Victor Ciuchi
Vlad Constantinescu
GRECIA
Anna Alevra- coordonator proiect
Lucratori de tineret:
Tsaira Aikaterini Antonia
Amalia Gardouni
Charalampos Papaioannou
Charis Onoufrios
Chrysovalantis Psathas
Europi Spanidou
Evangelia Arabatzoglou
Mavrommati Kyriaki
Paraskevi Lazou
Tamari Chagoshvili
SUEDIA
Frank Kanu- manager proiect
Lucratori de tineret:
Abdullah Yavuz
Aymen Abdulhasib
Rajesh Thangaraj
Sushma Chandra Reddy
Emanuel Carlos Da Costa Bonito
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ANALIZA STRATEGICA PRIVIND DEZVOLTAREA ABILITATILOR
DE VIATA PRINTRE TINERII DIN EUROPA
1. Cuvant inainte
Glob liz r f rilor și industri i dus l o r șt r mobilit tii tinerilor de-a lungul
continentelor si avand ca rezultat ulturil no str din în m i div rs . In Europ , d
x mplu, mobilit t lu r torilor și stud nților st în r șt r urm r dân irii int gr rii
urop n . În ons inț , r r d lu r tori lifi ți r u omp t nț int rn țion l , um ar
fi limb și bilit ți so i l , uno șt r ltor ulturi și ondițiilor d mun din lt ț ri st în
r șt r .
Accentul cade tot mai mult p d zvolt r d ș -numitele comp t nț int rn țion l . Intr g
societate are de castigat da viitorii prof sioniști pos d omp t nț l n s r intr-o lume a
afacerilor tot mai internationalizata și a so i t ților diverse. In tot m i mult lo uri d mun este
n s r s fi p bili de a lucra într-un m diu multi ultur l și d furniz s rvi ii li nților din
dif rit ulturi. Exist , d s m n , n sit t d promov in luziun so i l și tol r nț ,
d zvolt r solid rit ții și înț l g r r ipro într o m ni din dif rit ț ri. M i mult d ât tât,
xist o s himb r d l bord ril tr dițion l , form l l du ți în ondițiil pr v zut d
instituții d înv ț mânt și d form r f ț d du ți non-form l și inform l .
2. Prezentarea generala a proiectului
The Organization for Poverty Alleviation & Development (Suedia) in parteneriat
cu Praxis(Grecia) si Asociatia Atitudini si Alternative (Romania) deruleaza in perioada 1
ianuarie- 25 decembrie 2015 proiectul -Knowledge and Skills for Youths in Europe.
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The Organization for Poverty Alleviation & Development (OPAD) este o organizatie non-
profit si neguvernamentala inovatoare, profesionista, activa, viabila si eficienta fiind inregistrata
si avand sediul in Suedia, in regiunea Stockholm.
Programele OPAD sunt organizate in jurul a cinci domenii: proiecte europene, educatie,
intreprinderi sociale, cercetare – dezvoltare si initiative ale tinerilor. OPAD a acumulat de-a
lungul anilor o experienta semnificativa in implementarea programelor de voluntariat pentru
tineri, de formare si indrumare, programe de constructie si consolidare a abilitatilor, programe
desfasurate la nivel local si european. OPAD crede ca experienta lor institutionala ii ajuta sa
implementaezea programului Cooperare si Inovare pentru Bune Practici, dedicat tinerilor.
OPAD este de asemenea implicata in activitati care vizeaza stimularea, sustinerea si coordonarea
voluntariatului, fiind o organizatie acreditata de Serviciul European de Voluntariat al Comisiei
Europene (SEV) prin care voluntarilor proveniti din diferile locuri ale lumii li se ofera
oportunitatea de a experimenta mediul de lucru in viata reala si/sau confruntari cu provocari
reale la locul de munca. La sfarsitul programului, voluntarii au experienta de lucru efectiva ceea
ce le creste sansele de angajare.
PRAXIS este o organizatie neguvernamentala de tineret din Serres, din nordul Greciei, care
desfasoara activitati in domeniul cultural, mass-mediei si a problemelor de mediu.
PRAXIS ofera diferite oportunitati tinerilor prin intermediul mass-m di i și
tivit ților culturale. Ii inspir s p rti ip și s s bu ur d mun lor volunt ri în
tivit țil p r l d rul z , în progr mul SEV și in proi t d s himb d tin ri. M nțin o
r ț r gion l și int rr gion l put rni , r p rmit r liz r d st gii, s min rii, s rvi ii d
volunt ri t urop n și proi t d tin r t în ont xt urop n.
PR XIS își propun :
s creeze oportunit ți int rn țion l pentru dezvoltarea tinerilor
s consolideze dialogul dintre utorit ți și grupurile de tineret, inclusiv pentru grupurile
dezavantajate
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Sa administreze posturi de radio locale pentru tineret
crearea de audienta tanara p ntru vo il urm z s fi uzit
amenajarea pentru acestia a unei experiente educationale int rn țion l si int r ultur l .
PR XIS își propun s îmbun t ț s oportunit țil d ng j r l tin rilor din nordul Gr i i
și s l of r sprijin p ntru -și g si lo ul în drul sist mului urop n.
Asociatia Atitudini si Alternative este o organizatie non-guvernamentala ce a fost creata in
2005 de sapte tineri al caror scop a fost acela de a transforma idei frumoase in realizari.
Dezvoltarea şi pot nţ r capitalului social, în ur j r şi susţin r înfiinţ rii r ţelelor
sociale, a grupurilor de iniţi tiv interesate de dezvoltarea omunit r în spiritul valorilor
europene;
Sprijinirea instituţiilor, utorit ţilor locale şi a altor ntit ţi publice în dezvoltarea
capitalului instituţion l;
Iniţi r de parteneriate (publice-private) şi implicarea tiv în ol bor ri şi proiecte
comune vizând dezvoltarea so i t ţii civile;
Iniţi r şi susţin r proiectelor şi ţiunilor vizând du ţi şi formarea prof sion l în
sprijinul r şt rii economice şi d zvolt rii so i t ţii bazate pe uno şt r ;
Promovarea incluziunii sociale şi a m surilor active impotriva somajului.
Proiectul este finantat de Comisia Europeana prin programul Erasmus Plus, Actiunea cheie 2 –
Cooperare pentru Inovare si Bune Practici si are ca scop imbunatatirea accesului tinerilor la
oportunitati de invatare non-formala si informala. Proiectul urmareste astfel insusirea de
cunostinte si formarea de competente cheie in randul a 15 tineri din Europa si Africa, in vederea
cresterii capacitatii acestora de a depasi provocarile determinate de somaj si subocupare.
Obiectivele specifice ale acestui proiect sunt:
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Sustinerea unor seminarii interactive pentru tineri privind progresele in domeniul
tehnologiei informatiilor si comunicatiilor.
Dezvoltarea de abilitati si competente antreprenoriale in randul tinerilor din grupul tinta
in vederea initierii si gestionarii propriei afaceri;
Informarea tinerilor privind rolul lor in procesul de guvernare, democratie participativa si
constructie a pacii;
Dezvoltarea unor abordari inovatoare in randul tinerilor pentru promovarea dezvoltarii
durabile in comunitatile lor.
D zvolt r d noi omp t nt în r ndul torilor so i t tii ivil si lu r torilor d
tineret.
Necesitatea unui astfel de proiect se regaseste in impactul pe care procesul de globalizare il are
asupra tinerilor si a mostenirii culturale a acestora. Astazi este necesar ca tinerii sa deprinda
abilitati care sa le permita sa lucreze in medii multiculurale. De asemenea, este nevoie ca
incluziunea sociala, toleranta si solidaritatea printre tinerii ce apartin unor culturi diferite sa
creasca.
3. Piata fortei de munca in Europa
Piata muncii se afla intr-o relatie stransa de dependenta cu piata factorilor de productie si cu piata
bunurilor si a serviciilor, iar acest lucru asigura continuarea activitatii intreprinderii, coordonata
de agentul principal al pietei muncii, si anume intreprinzatorul. Desi intreprinzatorul are rolul de
a incerca sa pastreze o balanta intre cererea de munca si cererea de oferta, piata muncii este
fragila si usor influentabila de factori externi. Piata muncii in Europa a fost puternic afectata de
criza economica din 2008. Efectele acestei crize au fost resimtite si in 2012, cand piata muncii s-
a contractat cu 0.3% in UE si cu 0.6% in zona euro. Avand in vedere conditiile inaccesibile
pentru a ace credite, datoriile pulice si incapacitatea tarilor in curs de dezvoltare de a crea o piata
favorabila, toate acestea, au contribuit la cresterea ratei somajului pana la jumatatea anului 2013.
Piata muncii se afla intr-o relatie stransa de dependenta cu piata factorilor de productie si cu piata
bunurilor si a serviciilor, iar acest lucru asigura continuarea activitatii intreprinderii, coordonata
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de agentul principal al pietei muncii, si anume intreprinzatorul. Desi intreprinzatorul are rolul de
a incerca sa pastreze o balanta intre cererea de munca si cererea de oferta, piata muncii este
fragila si usor influentabila de factori externi.
Principalele probleme cu care se confrunta studentii absolventi la integrarea pe piata muncii sunt
date de: lipsa experientei si lipsa pregatirii practice.
In ciuda cunostintelor teoretice solide pe care acestia le-au asimilat in facultate, se confrunta cu
reale dificultati practice, ce rezulta din faptul ca accentul pus pe stagii de pregatire practica in
perioada studiilor este insuficient, iar programele de pregatire practica nu abordeaza diversitatea
situatiilor profesionale.
Nivel Problema identificata Solutia Responsabili
Tanar
Inform ţii insuficiente privind
ori nt r prof sion l p
piata muncii
Programe scolare de
orientare vocationala si
profesionala/oportunitati
de pe piata muncii
Institutiile publice,
Facultatea, ONG-uri,
Companiile ce au un
personal tanar in formare,
Dificultati de autocunoastere Aplicarea unor teste
psihologice de
autocunoastere care il
poate ajuta la
cunoasterea de sine
Cabinete de psihologie
Furnizori publici si
priv ți d s rvi ii d
onsili r vo țion l
Dificultati in comunicare Integrarea tinerilor in
programe de specialitate
Organizarea de
evenimente/intalniri cu
oameni specializati in
comunicare
Psihologi
Programe Europene
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Informatii insuficiente privind
piata muncii
Specialisti in integrarea
tinerilor pe piata muncii
Programe si activitati in
ceea ce priveste
Informarea tinerilor
Programe de integritate
socio-profesionala
Minist rul Edu ţi i şi
r t rii Ştiinţifi
onsorții prof sion l
ONG-uri
POSDRU
so i ţii p tron l
Lipsa experientei Integrarea tierilor pe
piata muncii fara
experienta
ANOFM Bucuresti
Ministere
Agentii nationale
POSDRU
Institutii cu
atributii în
pregatirea
tinerilor
pentru piata
muncii
Num r r dus d or lo t
orientarii scolare si
profesionale
Alocarea de resurse
umane suplimentare
Ministere
Agentii nationale
so i ţii p tron l
Dificultati în mobiliz r
resurselor
umane/materiale
Specializarea resurselor
umane
ANOFM Bucuresti
Ministere
Conform unui studiu facut de Asociatia Atitudini&Alternative in anul 2014 reiese ca angajatorii
considera ca este nevoie de mai multi specialisti pentru indrumarea profesionala a tinerilor
adaptate cerintelor pietei dar si preferintele tinerilor din ziua de astazi, vizand formarea unei
cariere solide.
Bariere educationale Bariere personale si sociale Bariere profesionale
1.Lipsa serviciilor specializate in
orientarea profesionala (acces la
Lipsa suportului familial; Incorectitudinea angajatorilor
fata de tineri (descurajeaza
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cabinet); orientarea in cariera);
2.In facultati/ scoli posliceale, nu
exista materiale de informare cu
privire la modelarea carierei
(reviste, pliante, pagini web
specializate);
Lipsa suportului prietenilor in
conturarea unei cariere;
Piata muncii are cerinte
inadecvate pregatirilor si
asteptarilor mele (personale,
profesionale, materiale etc);
3. Activitatea de practica la
angajatori este neadecvata (ex.
Perioada scurta, nu se ocupa de
participanti etc.);
Profilul studiilor pe care le
urmeaza tinerii le limiteaza
optiunile de dezvoltare a
carierei);
Necunoasterea serviciilor
publice de
consiliere/consultanta in
planificarea carierei; (altele
decat scoala)
4. Lipsa specialistilor in
indrumare si orientare
profesionala;
Discriminarea si inegalitatea
de sanse in formarea unei
cariere; (pe criterii de varsta,
sexe, etnie, etc)
Slaba calitate a serviciilor
private de recrutare, indrumare
si consiliere in cariera (costuri
mari, informatii neevaluate);
In urma studiului s-au constatat o serie de calitati morale si abilitati in randul tinerilor care tind
spre formarea unei carierea si integrarea lor pe piata muncii.
3.1. Mediul European
Piata muncii in Europa a fost puternic afectata de criza economica din 2008. Efectele acestei
crize au fost resimtite si in 2012, cand piata muncii s-a contractat cu 0.3% in UE si cu 0.6% in
zona euro.Piata este reprezentata de multimea de actiuni la care recurg vanzatorii si cumparatorii
pentru a intra in contact in vedere schimbului de bunuri si servicii, unde, insa, nu se tine cont de
locatia desfasurarii acestor actiuni. Pentru a avea o viziune cat mai clara asupra pietei, este
necesar sa ii definim cateva caracteristici esentiale :
-Piata este un spatiu economico-geografic specific actiunii agentilor economici.
- Piata este locul in care se intalnesc atat producatorii, cat si consumatorii, prin urmare este un
loc al intalnirii dintre cerere si oferta.
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-Si nu in ultimul rand, piata este locul de manifestare a concurentei, de formare a preturilor si de
incheiere a tranzactiilor.
Cresterea PIB-ului in trimestrul al doilea din anul 2013 s-a dovedit a fi pozitiva, dupa ce primul
trimestru al aceluiasi an era caracterizat de o scadere grava a PIB-ului si o crestere alarmanta a
ratei somajului. Aceasta crestere pune, din punct de vedere tehnic, capat crizei financiare,
determinand astfel o imbunatatire a pietei muncii: rata somajului a incetat sa creasca, iar cifrele
din iulie2013, dovedeau o stabilizare a acesteia atat in zona euro, cat si in statele UE.
Cu toate acestea, rata somajului in majoritatea tarilor UE ramane destul de ridicata, iar o
schimbare poate fi adusa numai printr-un effort considerabil si sustinut pe o perioada prelungita.
Astfel procentul angajarilor se mentine la un nivel scazut, iar rata despartilor – la un nivel ridicat.
Proportia somajului pe termen lung este in crestere, avand astfel implicatii asupra procentajelor
de angajare, dar si de satisfacere a cererii de munca.
Dintr-o perspectva internationala a pietei muncii in UE, s-a inregistrat o crestere negativa a PIB-
ului in 2012, dupa un an 2011 stagnant, ceea ce arata o scadere a fortei de investie privata si a
consumuilui, compensata intr-o anumita masura de exporturile in crestere. Avand in vedere
fragmentarea pietei financiare si o perspectiva nesigura in ceea ce privea piata actiunilor, rata
somajului in UE a inceput sa creasca in 2011 si a continuat sa o faca panain primul semestru al
anului 2013, lucru care contrasteaza cu alte regiuni ale lumii. Conform Eurostat si OECD, In
iulie 2013, numarul persoanelor fara loc de munca era de 19,231 in zona euro si 26,654 in UE,
iar numarul de locuri de munca pierdute de la inceputul crizei reprezinta un total de aproximativ
4.8 milioane in zona euro si 6.6 milioane pentru UE.
Conform Eurostat, rata somajului a ajuns la un prag de stabilitate in al doilea trimestru din 2013,
atingand 12.1% in zona euro si 11% in tarile UE. In prezent, se pare ca in timp ce PIB-ul si forta
de munca si-au recuparat mai toate pierderile, rata somajului, comparata cu aceeasi perioada a
anului 2008, a crescut cu aproape 60 % si nu arata semne de imbunatatire. Date recente arata
faptul ca activitatea economica si nivelul de angajari este cu 2-3% mai scazut decat la inceputul
lui 2008. Explicatia pentru care nivelul ratei somajului este inca atat de ridicat se gaseste in
‚ omport m ntul‘ som jului, r , m jorit t din motiv d mogr fi , in g n r l, r o
tendinta de crestere nu numai in timpul recesiunilor, dar si in timpul unor cresteri slabe, si totusi
pozitive.
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In prezent, conform Comisiei Europene rata somajului in zona euro se inregistreaza un procenta
de 11.1%, si in UE de 9.6% in August 2015, avand un nivel mai scazut fata de aceeasi perioada a
anului 2014, unde rata somajului avea o valoare de 11,5%, respectiv 10,1%. Pentru a putea
transmite o idee mai clara, coform Eurostat, in August 2015, 23.022milioane de barbati si femei
nu aveau un lc de munca asigurat, dintre care 17,603 milioane fac parte din zona euro. In
comparatie cu iulie 2015 numarul persoanelor fara un loc de unca a scazut cu 33.000 in UE si a
crescut cu 1000 in zona euro. Insa, in comparatie cu luna August a anului 2014, numarul
persoanelor neangajat a scazut cu pana la 1,490,000 in UE si cu 892,000 in zona euro. In ceea ce
priveste somajul in randul tinerilor , in luna august 2015, 4,610 milioane de tineri pana in 25 ani
nu aveau un loc de munca asigurat in E, dintre care 3,131 milioane faceau parte din zona euro. In
comparatie cu luna august a anului trecut, numarul de someri in randul tinerilor a scazut cu
448,000 in UE si cu 262,000 in zona euro. In august 2015, rata somajului in randul tinerilor era
reprezentata de o valoare de 20,4% in UE si 22,3% in zona euro. Astfel se inregstreaza o scadere
in comparatie cu aceeasi perioada a anului trecut, cand valorile erau de 21,9% si 23,6%.
In ceea ce priveste curentele somajului tinerilor, rata acestuia este n general mult mai mare decat
rata soaului pentru toate varstele, ajuungandu-se chiar la o dublare a cifrei. La inceutul lui 2008,
rata somajului in randul tinerilor a atins o valoare minima de 15,2%, cea mai scazuta valoare.
Din al doilea trimestru al anului 2008 , somajului in randul tinerilor a urcat atingand treapta de
3,8% in primul trimestru al anului 2013, inainte de a scadea la 21,4% la sfarsitul lui 2014. Ratele
ridicate ale somajului in randul tinerilor ne arata dificultatile cu care acestia se confrunta pentru
a-si gasi un loc de munca.
Rata somajului in randul tinerilor este calculata conform unui concept oarecum diferit:
Coeficientul de somaj calculeaza proportia de tineri fara un oc de munca luand in considerare
toata populatoa. Coeficientele somajuui au un nivel mai scazut decat cel al ratelor somajului in
randul tinerilor. Insa, pana si pentru acestea ( coeficiente) s-a inregistrat o crestere incepand cu
2008, din cauza efectelor pe care criza le-a avut asupra pietei muncii.
Definitia atribuita ratei somajului de catre Organizatia internationala a Muncii este cel mai
utilizat indicator al pietei muncii, deoarece se flexibilitatii si fiabiliatii pe plan international. Pe
langa rata somajului, ati factori care ne pot da indicii asupra dezvoltarii pietei muncii sunt:
procentajul oamenilor care au un loc de munca, dar si locurile de munca disponibile pe piata.
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O unealta utilizata de Comisia Europeana este monitorizarea cronologica a seriilor de date cu
privire la somaj. Aceasta metoda este utilizata si de alte instituii publice si de mass media ca
indicator economic, iar bancile o pot folosi pentru a analiza datele cu privire la ciclul afacerilor.
De asemenea, orice persoana poate fi la un moment dat interesata de schimbarile ce ar putea
interveni in somaj.
Masurile orientative de crestere a angajarilor pentru 2008-2010, incurajau Statele membre
, sa faca urmatoarele lucruri :
-sa depuna eforturi si mai mari pentru a crea metode de scadere a ratei somajului in randul
tinerilor, in special, prin stagii de practica si instructie pentru a creste calitatea, a largi oferta, a
diversifica caile de acces, a asigura flexibilitatea, a stasiface noile cereri de competente si
ocupatii.
- sa faca efoturi pentru a reduce disparitatea somajului, a salariului intre femei si barbati,
oferinde-le femeilor posibiliatea de a se integra la locul de munca, de a avea o viata privata, dar
si asigurarea unor infrastucturi de ingrijire a copiilor avantajoase si ingrijire pentru cei care se
afla in intretinerea acestora
-sa se asigure ca in 2010 fiecare persoana neangajata va avea un loc de munca, un stagiu de
practica, alte cursuri de formare sau i s-au atribuit alte competente care ii maresc sansele de
angajare ( pentru tineri care au terminat scoala de 4 luni, sau pentru adulti aflat in somaj de
maxim 12 luni)
-si sa depuna eforturi pentru a implica cel putin 25% dintre cei aflati in somaj de o perioada
lunga in cursuri de formare sau reformare profesionala, practica profesionala sau alte competente
care sa creasca sansele de angajare, masuri aplicabile pana in 2010.
Prin urmare, majoritatea tarilor UE au pus in aplicare masuri pentru pentru a sustine ocuparea
fortei de munca, dar mai ales sa consolideze si chiar sa extinda politicile pasive si active in
domeniul pietei fortei de munca. Totusi, masurile difera de la tara la tara; unele tari au pus
accentul pe sprijinirea persoanelor neangajate prin implicarea lor in diferite programe de
reorintare profesionala, iar altele au pus accentul pe sustinerea ocuparii fortei de munca.
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Pe plan mondial, pierderile locurilor de munca pentru UE au avut un numar destul de limitat.
Masurile aplicate pentru a atenua impactul crizei, scot in evidenta o crestere a flexibiliatatii
interne ( cu privire la numarul de ore, orar sau somaj partial temporar etc). Mai mult,
micsoararea salariilor pentru a pastrarea locului de munca si stabilizarea economiei, au avut ca
efect amanarea sau chiar impiedicarea unor concedieri semnificative in anumite state UE.
Pentru a a avea o imagine mai clara asupra pietei muncii intr-un stat european, vom arunca o
privire mai atenta asupra Suediei, tara care a inregistrart un progras notabil, portrivit indicatorilor
calculati de catre organizatiile europene. Tara cu o populatie de doua ori mai mica a Romaniei,
cu un salariu mediu de 3000euro/luna si o speranta medie de viata de aproximativ 81 ani, Suedia
s-a axat pe investitii in domeniul educatiei si al cercetarii energiilor regenerabile.
In Suedia, politica de piata de a munci este dominata de intelegerile si acordurile incheiate intre
sindicate si asociatiile profesionale. Suedia a avut ca tinta privind politiile de acoperire a fortei de
munca , sa mentina , dar si sa creeze noi locuri de munca. Astfel, atat statul, cat si individul
profita de pe urma detinerii unui loc de munca: Individul beneficiaza de stabilitate economica,
dar si sociala- fiind mai usor integrat in societata si dezvoltandu-si anumite comptetente pe
parcursul vietii. De asemenea, si societatea profita din acest lucru, intrucat majoritatea tarilor in
care ocuparea fortei de munca are un nivel ridicat sunt stabile si pe plan scocial, economic si
politic. Rata ocuparii de 72,7% ilustreaza faptul ca Suedia se afla printre primele locuri in
Europa la nivelul de ocupare al fortei de munca. De asemenea doar un 1,42% din totalul fortei de
munca se afla in somaj pentru o perioada mai lunga de un an.
Din cele 34 de tari analizate de, Organizatia pentru Cooperare si Dezvoltare Economica a situat
Suedia pe locul 10 privind situatia ocuparii. Tarile cu cele mai bune rezultate au fost Norvegia,
Islanda si Elvetia, iar Spania, Slovacia si Estonia s-au situat pe ultimele locuri. Putem deduce ca
Suedia este unul dintre liderii in inovare printre statele membre. Acest lucru, trimite si la o
analiza a decalajului intre Suedia si Romania la nivel organizational.
Privind planurile de viitor pentru stabilizarea, dar si dezvoltarea pietei muncii pe plan european,
Comisia Europeana isi propune sa propuna la sfarsitul anului 2015 pachetul de legi privind
mobiliatatea europeana. Aceste legi au scopul de faciliate mobilitatea pietei uncii si de a
impiedica abuzul ei. Se asteapta ca pachetul sa contina si propuneri privind planurile de ajutor
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social, dar si posibilitati despre cum conditiile de munca decente ar putea fi puse in practica pe
piata interna.
3.2. Fondul National din Romania, Suedia si Grecia (rata de ocupare a fortei de munca)
Tinerii reprezinta 20% din totalul populatiei la nivel European.
Una dintre principalele probleme ce afecteaza aceasta categorie a populatiei este angajarea in
campul muncii. Atunci cand vorbim de un loc de munca, problema se refera fie la lipsa unui
post, conform cunostintelor si asteptarilor persoanei in cauza, fie la un numar mic de posturi
vacante pentru o anumita functie.
Un prim aspect pe care il intampina tinerii in gasirea unui loc de munca il reprezinta studiile
absolvite. De exemplu, in primul trimestru al anului 2009, majoritatea tinerilor someri erau
absolventi de cel mult studii liceale, ceea ce-i plaseaza intr-o situatie dezavantajata in tara,
deoarece ei concureaza cu tinerii care detin o diploma de facultate sau chiar doua. In acelasi
timp, nu este garantat ca un tanar care are studii superioare sau detine cel putin o diploma de
studii superioare, va reusi sa se angajeze in campul muncii exact dupa finalizarea studiilor. O alta
problema cu care se confrunta tinerii absolventi ai invatamantului superior este aceea ca, de cele
mai multe ori, acestia nu activeaza in domeniul pe care l-au studiat. In cele mai multe cazuri, este
necesar si important detinerea unei diplome care sa ateste finalizarea studiilor universitare pentru
a putea ocupa un loc de munca bine remunerat, iar tinerii profeseaza in domenii care nu legatura
cu ceea ce au studiat.
Anual, peste 130.000 de tineri ies de pe bancile facultatilor, dar o mare parte dintre acestia nu
reusesc sa-si gaseasca un loc de munca in concordanta cu ceea ce au invatat in facultate si sunt
nevoiti sa accepte pozitii sub nivelul capacitatii lor (operatori de call center, casieri, ospatari etc)
sau in cazul cel mai favorabil trec de la un internship in altul. Insa, este atestat si faptul ca tinerii
nu isi cunosc telul in viata si nu stiu in ce directie vor sa mearga. Acest fapt este dovedit an de
an, la targurile de joburi care se desfasoara in Bucuresti. Angajatorii spun ca tinerii nu au habar
de companiile la care depun CV-urile si ca si-ar dori sa lucreze orice, numai sa o faca. De
asemenea, CV-urile pe care acestia le aduc sunt dezastruoase, nu sunt bine structurate si nu atesta
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realitatea. Aceste aspecte sunt dovedite de angajatorii care se plang din ce in ce mai mult de felul
in care se prezinta tinerii la interviuri.
Criza economica a creat un nou profil al candidatului tanar dornic sa se angajeze: are studii
superioare, este dispus sa lucreze pe un post subcalificat si pe un salariu apropiat de cel minim pe
economie, deoarece forta de munca tanara este atat de disperata sa ocupe un loc de munca, incat
nu isi stabileste standard inalte.
Conform datelor statistice, in Romania nivelul cel mai ridicat al ratei de ocupare pentru
persoanele in varsta de munca s-a inregistrat in randul absolventilor invatamantului superior
(81,7%); concluzia este ca pe masura ce scade nivelul de educatie, scade si gradul de ocupare.
Numarul mare de someri tineri in societatea noastra este dramatic, de aceea se incearca
introducerea unui program pentru integrare a acestora pe piata muncii.
Potrivit unui comunicat INSSE ROMANIA, din data de 24 martie 2015 somajul in randul
tinerilor cu varste cuprinse intre 15-24 ani, in primul trimestru al anului 2015, a fost de 24,1% in
timp ce media europeana a somajului in randul tinerilor pana in 25 de ani era de 21,8%.
In 2014, media europeana a somajului in randul tinerilor pana in 25 de ani era de media
21,8% .
Conform Agentiei Nationale pentru Ocuparea Fortei de Munca (ANOFM), rata somajului la
nivelul intregii tari a fost de 5,51% la sfarsitul lunii februarie a anului 2015, inregistrand o
crestere de doar 0,05%, in comparatie cu luna ianuarie a acestui an in timp ce in februarie 2014,
rata somajului era in scadere cu doar 0,33%.
Conform ANOFM cei mai multi someri provin dintre muncitorii necalificati care au lucrat in
agricultura, acestia fiind intr-un numar de aproximativ 99.000 de persoane. In conformitate cu
datele detinute de agentiile judetene pentru ocuparea fortei de muca, la sfarsitul lunii februarie
2015 in evidente erau inregistrate mai mult cu 5.110 persoane, fata de sfarsitul lunii ianuarie,
numarul acestora ajungand la aproximativ 500 de mii de persoane.
Despre rata somajului decalata pe sexe, aceasta a crescut de la 6 la 6,05% la cei de sex masculin
si de la 4,84% la 4,90%, la persoanele somere de sex feminin.
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Pe grupe de varsta statisticile se prezinta in felul urmator: 41.170 persoane cu varste intre 25 si
29 de ani, 64.830 persoane au acum sub 25 de ani, 142.500 someri au intre 40 si 49 ani, 110.480
cetateni cu varste intre 30 si 39 ani, 74.320 cetateni cu varsta de peste 55 de ani iar 65.150 de
persoane aveau varsta intre 50 si 55 de ani.
In urma a numeroase analize ANOFM cu privire la nivelul educational al tinerilor someri, cea
mai mare pondere este reprezentata de cei fara studii, dar si de cei care au studiile primare, pe
locul doi se situaeaza cei care au terminat scoala gimnaziala, iar in ultimul rand, cei care au
absolvit o scoala profesionala, numarul acestora fiind de 78%.
Pe de alta parte, statisticile arata ca jumatate dintre somerii romani sunt tineri care locuiesc in
sate, dar care nu isi cauta un loc de munca, preferand sa stea acasa. Motivele pentru care acestia
fug de munca sunt distanta mare pana la fabricile de la marginea oraselor si salariile mici, care ar
acoperi doar transportul pana la destinatie. O alta cercetare finantata din bani europeni arata ca
peste jumatate din gospodariile din mediul rural sunt foarte sarace. Concluzia este ca acesti tineri
nici nu se straduiesc sa aiba un serviciu, dar nici nu se ocupa de gospodariile in care traiesc.
Probabil, cele mai multe cauze provin din mediul familiei unde traiesc, si a educatiei primite din
partea parintilor. Majoritatea oamenilor care formeaza forta de munca potentiala aditionala sunt
persoane din mediul rural, care nu isi cauta activ un loc de munca si care asteapta, in general, sa
primesca oferte de munca de la angajatorii care vin sa ii angajeze sezonier.
Aceste persoane nu intra in categoria somerilor, definiti, din punct de vedere statistic, drept
persoane care indeplinesc simultan 3 conditii: nu au loc de munca, pot incepe sa lucreze in
urmatoarele doua saptamani si si-au cautat activ un loc de munca in ultima luna. De altfel, in
Rom ni xist o ―fort d mun pot nti l udition l ‖, di popul ti in tiv ( l vi,
studenti, pensionari, personae casnice sau intretinute), care si-ar dori un loc de munca,dar care nu
isi cauta unul. Mai exista si categoria persoanelor care isi doresc un loc de munca, dar care nu il
pot avea din diverse cause ( motivele de sanatate, de cele mai multe ori). Forta de munca
potentiala aditionala este o explicatie a somajului scazut din Romania, in comparatie cu alte
state: daca somajul a fost de 6,8% in Romania in anul 2014, in Spania, la sfarsitul anului trecut
rata somajului era de 23,7%, in Portugalia de 13,4%, in Italia de 12,9%, in Polonia de 8%, iar
media Uniunii Europene a fost de 11,4%, conform unei statistici publicate de Ziarul Financiar in
aprilie 2015.
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Cele mai recente statistici publicate de catre Eurostat, biroul de statistica al UE, arata evolutia
ratei somajului in uniune, in luna iunie 2015 fata de aceeasi perioada a anului trecut. Aceasta se
prezinta in scadere de la 10,2% la 9,6% pentru UE, in timp ce Romania prezinta o usoara crestere
pentru luna iunie, respectiv de la 6,8% la 7%. In EA, zona euro, in luna iunie 2015 rata
Somajului a fost de 11,1 % (in scadere de la 11,6% fata de iunie 2014).
Tabel: Rata somajului in luna Iunie 2015, la nivelul UE, sursa Eurostat
Intre statele membre, cele mai joase nivele ale ratei somajului au fost inregistrate de Germania
(4,7%) Si Republica Ceha (4,9%), iar cele mai inalte nivele s-au inregistrat in Grecia (25,6% in
aprilie 2015) si Spania (22,5%).
In comparatie cu anul trecut, rata somajului in iunie 2015 a scazut in 21 de stat membru si a
ramas stabila in Franta si Cipru. Cele mai mari scaderi au fost inregistrate in Lituania, Spania si
Portugalia, iar cele mai mari cresteri din Finlanda, Austria si Italia.
Situatia tinerilor sub 25 ani: In iunie 2015, 4 724 000 tineri (sub 25) erau someri in EU, dintre
care 3 181 000 in zona euro. Comparativ cu luna iunie 2014, somajul in randul tinerilor a scazut
cu 386 000 in EU si cu 225 000 in zona euro. In iunie 2015, somajul in randul tinerilor a fost de
20,7% in EU si 22,5 % in zona euro, comparativ cu 22,1% si respectiv 23,6%, in luna iunie
2014. In iunie 2015, cele mai mici rate ale somajului au fost inregistrate in Germania (7,1 %),
Malta (10,0 %), Estonia (10,1 % in mai 2015), Danemarca si Austria (ambele 10,3 % ), iar cele
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mai mari in Grecia (53,2 % in luna aprilie 2015), Spania ( 49,2 % ), Italia ( 44,2% ) si Croatia (
43,1%), in al doilea trimestru al anului 2015.
Table : Rata somajului in randul tinerilor, sursa Eurostat
In urma cu un an, la nivel european, Germania a avut in 2014 cel mai mic numar de tineri
someri, potrivit unui comunicat al Oficiului Federal de Statistica publicat in 11 august. In
statistica pentru anul 2014 sunt cuprinsi 330.000 de cetateni ai Germaniei cu varsta intre 15 si 24
de ani, adica 7,7% dintre tineri si 3,9% raportat la intreaga populatie de pe piata muncii germane.
Romania are un procent de somaj in randul tinerilor de 24%, ceea ce reprezinta 7,1% din
populatie si 17%, daca se considera tinerii neangrenati in vreo forma de invatamant sau
perfectionare profesionala. Ea e urmata de Franta, cu 24,2% (resp. 8,9%, 10,7%).
In coada listei se afla Spania (53,2%, 19%, 17,1%), precedata de Grecia (52,4%, 14,7%, 19,1%).
Media Uniunii Europene a fost in 2014 de 22,2% (resp. 9,2%, 12,47%), depasita cu mult de tari
vechi in UE ca Italia (45,5%, 15,3%, 19,3), dar si de cel mai nou membru, Croatia (45,5%,
15,3%, 19,3%).
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Rata somajului in Grecia
Conform unei surse de stiri din Grecia rata somajului s-a situat in decembrie 2014 la 26%, de la
25,9% luna precedenta, dupa ce declinul economiei a fost mai accentuat decat s-a estimat initial,
arata datele publicate de Oficiul Central de Statistica (ELSTAT).
Rata somajului in Grecia aproape s-a triplat de la debutul crizei, in 2009, si ramane in continuare
la cel mai ridicat nivel din zona euro, unde rata medie s-a situat la 11,3%, in decembrie 2014.
Cea mai ridicata rata a somajului, de 51,2%, s-a inregistrat in randul tinerilor cu varste cuprinse
intre 15 si 24 de ani. In decembrie 2013, rata somajului in randul tinerilor cu varste cuprinse intre
15 si 24 de ani a fost de 56,2%.
Conform aceleasi agentii de stiri, Reuters, rata somajului in Grecia a scazut usor in mai, la 25%,
de la 25,6% luna precedenta si 27% in mai 2014, arata datele publicate de Oficiul Central de
Statistica (ELSTAT)
Rata somajului in Suedia
La nivelul populatiei generale rata somajului in decembrie 2011 era de 7,5% iar in decembrie
2012 cu o usoara crestere 7,8%, in prezent situandu-se la aceeasi valoare;
In 2012 rata somajului in randul tinerilor era de 23,2 %.
4. Analiza SWOT (Romania, Suedia, Grecia)
ROMANIA
Puncte tari:
- Programe pentru tineret
- Emigratia (scade rata somajului)
- Programele de sprijin oferite IMM-urilor si SRLD-urilor – creste numarul locurilor de
munca in general
- Platformele virtuale (BestJobs, Hipo, My Job etc.) faciliteaza gasirea unui loc de munca
- Sansele de a face voluntariat si internship dezvolta experienta personala
- Posibilitatea de accesare a unui fond European pentru initierea unei afaceri proprii
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- Posibilitatea de a face schimb de experienta cu tinerii din strainatate
- In urma unui studiu post 1989 s-a demonstrat faptul ca tinerii au un nivel de educatie mai
inalt decat al parintilor lor
- Multi tineri au speranta ca vor avea un trai mai bun decat al parintilor lor
- Din fericire, in Romania exista tineri care au dobandit un spirit antreprenorial
dezvoltat,dorind sa isi initieze afaceri proprii
- Multi tineri adera la partidele politice si vor sa schimbe problemele existente ale societatii
- Dorinta lor de a se implica in actiuni de voluntariat fie pentru a ajuta, fie pentru a capata
experienta, este din ce in ce mai mare
- Participarea la olimpiade si concursuri atat nationale, cat si internationale, precum si
obtinerea unor rezultate laudabile este o caracteristica a tinerilor romani
- Multi dintre tinerii romani sunt foarte ambitiosi si doresc sa isi depaseasca propria
situatie (in special cei defavorizati din mediul rural.)
- Pregatirea tinerilor pentru joburi care nu s-au nascut inca, tocmai pentru a-i initia pe
acestia in domeniile care urmeaza sa se dezvolte
- World Education Fair, unul dintre cele mai mari targuri de consultanta unde vin
universitati prestigioase din lume pentru a se prezenta in Romania, afirma despre tinerii
romani ca sunt ambitiosi si orientati catre rezultate
- Rezultatele foarte bune ale tinerilor romani care studiaza in strainatate, ajuta universitatile
de acolo sa se plaseze in randul celor mai bune universitati din lume
- Ministerul Muncii se lupta din greu sa combata munca la negru, protejand totodata si
drepturile cetatenilor
Puncte slabe:
- Rata somajului in randul tinerilor este de 25.7%
- Munca la negru creste considerabil
- Un studiu realizat in 2012 arata ca un sfert dintre persoanele fara forme legale au studii
superioare
- Un procent ridicat al tinerilor fara forme legale lucreaza munca de o calificare inalta
21
- Insistenta angajatorilor in gasirea oamenilor cu experienta de cel putin 1-2 ani in
domeniul aferent
- Salariul mic este insuficient pentru asigurarea unui trai decent
- Numar redus de locuri de munca avand jumatate de norma (rata de 10%)
- Sistemul de invatamant nu corespunde cu piata muncii
- Lipsa de experienta a tinerilor
- Birocratia
- Coruptia
- Lipsa unei stranse colaborari intre organizatiile non-guvernamentale si cele
guvernamentale
- Multi tineri renunta la studii, deoarece considera ca diplomele obtinute nu le vor oferi un
loc de munca mai bun
- Coruptia care pune mari piedici dezvoltarii pe orice plan
- Birocratia impiedica, de asemenea, multi tineri sa se dezvolte
- Aproape trei sferturi dintre tinerii de 14-29 de ani si 50% dintre tinerii de peste 18 ani din
Romania locuiesc cu parintii
- In cea mai mare parte, tinerii considera ca apartin aceleiasi clase sociale ca parintii (in
special cei din mediul rural)
- Tinerii care traiesc in mediul rural au sanse mai mici de promovabilitate a bacalaureatului
sau de a realiza studii superioare
- Dintre elevii care raman in scoala pana in clasa a XII-a, doar 56% au obtinut o nota de
trecere la examenul de Bacalaureat in 2014.
- Saracia: desi invatamantul este gratuit in Romania, o familie cheltuie în medie peste
€400/ n/ l v
- Lipsa resurselor financiare poate determina familia s solicite propriului copil s lucreze
în paralel cu studiile sale, pentru a contribui la acoperirea cheltuielilor, r du ând astfel
timpul alocat înv ț rii și pr g tirii individuale
- Exista extrem de multe cazuri cand se intampla ca parintii sa isi retraga propriul copil din
invatamant
- Lipsa motivatiei venita din partea cadrelor didactice
22
- Cadre didactice din ce in ce mai slab pregatite
- Elevii si studentii nu stiu sa isi stabileasca un tel in viata pe care sa il urmeze
- Profesorii nu reusesc sa isi auto-impuna sa fie modele de urmat in viata pentru tinerii ai
caror mentori sunt
- In zonele mai dezavantajate profesorii nu isi dau un interes prea mare invatarii copiilor
- Rata discriminarii creste de la an la an
- Profesorii nu au asteptari de la copiii din zonele defavorizate,sau care apartin diferitelor
etnii
- Pregatirea insuficienta a cadrelor didactice care lucreaza cu tinerii cu dizabilitati
- Majoritatea firmelor nu vor sa angajeze tineri proveniti din mediul rural, pe motiv ca sunt
lipsiti de interes
- Doar un tanar din trei se declara multumit de sistemul de invatamant din Romania, iar
multumirea creste pentru respondentii cei mai tineri
- Locurile alocate in cadrul universitatilor persoanelor de etnie rroma ar trebui sa se
mareasca, astfel se reduce rata discriminalitatii.
Oportunitati:
- Reducerea imbatranirii populatiei
- Reducerea impozitelor pentru angajatii tineri (incurajeaza angajatorii)
- Dezvoltarea turismului (joburi pt tineri)
- Antreprenoriatul se dezvolta din ce in ce mai puternic in randul tinerilor
- Colaborarea facultatilor <-> Companii (stagii de practica obligatorii si, eventual, platite)
- Cursuri de formare profesionala
- Consiliere in privinta orientarii profesionale
- Facilitarea Accesului la Fonduri Europene prin programe de consultanta gratuita
- Oferirea programelor de mentoring si de dezvoltare personala
- Oferirea locurilor de munca part-time(program de 3-4 ore/zi) tinerilor care inca se afla in
scoala, pentru a-i ajuta atat financiar, dar sa le permita in acelasi timp sa se poata ocupa si
de studii
23
- Integrarea copiilor care fac parte dintr-o anumita etnie, in interiorul celor care au
nationalitate romana
- Integrarea din ce in ce mai mult in societate a tinerilor care au o situatie socio-economica
mai dezavantajata fata de cei din jurul lor
- Eliminarea prejudecatilor in ceea ce priveste situatia unor tineri mai dezavantajati decat
altii
- Incercarea eliminarii posibilitatii abandonului scolar, neparticiparea scolara sau esecul
scolar, prin demersuri care trec de barierele create de dificultatile de ordin material,
social, personal sau familial cu care se confrunta copiii
- Participarea la cursuri finantate din bani europeni pentru a invata o meserie
- Reducerea birocratiei si a reglementarilor excesive
- Programele de mentorat ajuta tinerii in carierele lor
Amenintari:
- Rata somajului se afla in crestere incepand cu anul 2008 (17.6 -> 20 -> 22.1 -> 23.9 ->
22.6 -> 23.7 -> 24.0 -> 25.7%)
- Asteptari ce nu corespund cu oferta pietei de munca
- Tendinta tinerilor de a apela la ― f ril ‖ ilegale din cauza dificultatii intampinate in
gasirea unui loc de munca ce corespunde cu nevoile financiare
- Emigratia tinerilor inalt calificati
- Emigratia tinerilor care nu au studii superioare, dar care pot avea un venit mai bun in
strainatate
- Desfiintarea firmelor din cauza lipsei fortei de munca/ necalificarii fortei de munca
- Copiii prov niți din ș oli dezavantajate devin p rinți cu un nivel s zut de du ți , care,
la rândul lor, nu își pot sprijini copiii în procesul de înv ț r
- In momentul in care un elev/student are un job in paralel cu activitatea sa educationala,
acesta risca sa nu mai aloce timp si atentie necesare studiului
- Cresterea ratei discriminarii, mai ales in randul tinerilor din zonele-problema
- Tinerii someri se pare ca sunt cei mai multi proveniti din mediul rural; acestia prefera sa
ramana acasa
24
- In cele mai multe cazuri, somerii din mediul rural nu isi cauta un loc de munca,dar nici de
gospodariile lor nu se ocupa prea mult
- Multi dintre tinerii someri nu stiu sa se orienteze catre domeniul antreprenoriatului,
deoarece ei considera ca nu vor avea succes, birocratia fiind una dintre principalele cauze
- Tot mai multi tineri se complac sa lucreze in agricultura de subzidenta, care nu le aduce
profit avantajos
- Se asteapta ca in urmatorii cinci ani rata somajului sa creasca in randul tinerilor
- Munca la negru creste rapid, de asemenea si procentul persoanelor calificate care
lucreaza fara un contract de munca legal
- Emigratia studentilor catre universitatile din Europa, deoarece acestea au un sistem de
invatare mult mai eficient si mai practic
Romania inregistreaza cel mai mare procent NEET - cei fara slujba si cei care nu sunt
cuprinsi in nicio forma de scolarizare - din tarile Uniunii Europene. La nivelul UE, în
aceasta categorie, sunt 6,8 milioane de tineri din categoria 25-29 ani, aceasta insemnand
aproximativ 1 din 5 tineri", a spus Costoiu, la conferinta internationala"Mentinerea
tinerilor pe piata fortei de munca, in sistemul educational si/sau în programe de formare
profesionala: Provocari comune - solutii comune", organizata la Palatul Parlamentului.
- Potrivit ministrului, ponderea tinerilor din Romania care nu au nicio slujba si care nu sunt
cuprinsi in nicio forma de pregatire este de 23%, adica peste media UE.
- La nivelul anilor 2008-2012, Români avea un procent NEET peste media europeana si la
categoria de varsta 15-24 de ani. Cei mai multi tineri au fost identificati la nivelul anului
2011 - 17,4% din totalul populatiei cu varsta cuprinsa intre 15-24 de ani, in timp ce in
2012 acest procent a scaut la 13,1%.
SUEDIA
Puncte tari:
- Salariul mare
25
- Comertul si telecomunicatiile sunt dezvoltate, astfel rezulta locuri de munca pentru tineri
- Suedia beneficiaza de forta de munca pregatita si profesionista
- Invatamant superior gratuit
- Programul in cadrul universitatilor se bazeaza mai mult pe studiul individual, astfel incat
studentul sa aiba timp sa parcurga bibliografia aferenta
- Cursurile ajuta studentii foarte mult sa aprofundeze gandirea critica si capacitatea de a
analiza
- Locuri de munca de vara pentru tineri puse la dispozitie si platite de Municipalitati
- Buna colaborare intre organizatiile non-guvernametale si cele guvernamentale
- Suedezii sunt persoane calculate si binevoitoare, indreptate spre succes
- Taxe reduse pentru angajatii tineri/persoane fara experienta (primul an al angajarii)
- Desi rata somerilor in Suedia creste, statul ii plateste pe tinerii cu varste cuprinde intre
18-28 de ani sa mearga in Norvegia sa lucreze-fie a oferi noi posibilitati acestora, fie
pentru a diminua numarul de someri
- Suedezii sunt persoane prietenoase si pregatite sa se dezvolte din ce in ce mai mult
- Tinerii suedezi sunt organizati si seriosi si pun mare accent pe corectitudine
- Suedezii dau dovada de o educatie sanatoasa in tot ceea ce fac, inclusive in relatia cu
strainii
- Instruirea si calificarea tinerilor antreprenori cu idei de afaceri
- Tinerii suedezi se pot bucura de invatamant la distanta care diminueaza costurile de
transport
- Suedezii au dat nastere programului ―Mi ul p rt m nt‖ prin care ofera studentilor
locuinte la preturi accesibile, tocmai pentru a-i ajuta si incuraja
- Activitatile de voluntariat sunt considerate ca parte o parte importanta a procesului
democratic
- Interesul pentru participarea la activitatile culturale este unul ridicat
- Tinerii suedezi sunt printre cei mai studiosi si stresati studenti de pe planeta, confirma
statisticile
- De altfel, acestia sunt extreme de grijulii si si disciplinati, intreband tot timpul care sunt
regulile si cum trebuie sa procedeze
- Ei sunt persoane linistite si lucreaza incet -40 de ore/saptamana, ocolind stresul inutil
26
- De asemenea, organizeaza o multime de sedinte in care dezbat problemele si lucreaza
incet; curios este faptul ca acest stil de lucru incetinit da tot timpul rezultate extreme de
bune
- In Suedia a patruns curentul ―Slow Food‖, ceea ce ii determina pe tineri si nu numai sa
manance sis a bea incet, savurand hrana si ducand un stil de viata sanatos, calitativ
- Tinerii suedezi pun accentul pe traiul calitativ, mai mult decat pe cel cantitativ, care nu
aduce fericire in viata
- Datorita acestui stil de viata sanatos si linistit, un studio arata ca suedezii traiesc cel mai
mult dintre toti europenii
- Acestia au cele mai putine probleme de sanatate din intreaga Europa, potrivit aceluiasi
studiu mentionat anterior
- Sistemul medical foarte bine pus la punct si asistenta sociala excelenta, face ca Suedia sa
fie tara cu cea mai varstnica si longeviva populatie
- Sistemul de lucru al suedezilor ii implica mereu si pe acestia; de exemplu, atunci cand se
iau decizii la nivelul unei firme, organizatii etc, le sunt luate in calcul si deciziile
muncitorilor.
Puncte slabe:
- Lipsa de experienta a tinerilor
- Tinerii cu varsta mult mai inaintata de 20 de ani inca locuiesc cu parintii
- Faptul ca locuiesc inca cu parintii, reprezinta o cauza a nivelului de trai si a unei
satisfactii de viata scazute
- Tinerii suedezi sunt mult mai educati decat parintii lor, insa au mai putine oportunitati in
viata
- Rata somajului in randul tinerilor este de 19.6%
- Elevii suedezi sunt extreme de slab pregatiti la matematica
- In invatamant nu se pune un accent prea mare pe cantitatea de informatii, sistemul
considerand ca e mai relevant ca elevii sa aiba timp sa asimileze material si timp pentru
a-si efectua temele
- Elevii sunt dusi la plimbare in timpul programului scolar,in loc sa li se predea in scoala
- In scoli se face o predare destul de slaba, indeosebi in scolile primare
27
- Uneori, tinerii suedezi sunt destul de pasivi si de inceti, fapt care le cauzeaza in activiatile
lor
- In ciuda comportamentului lor politicos si civilizat si a prezentei lor impecabile, se spune
despre suedezi ca nu sunt deloc populari, ba chiar sunt respingatori adesea
- Suedezii au gospodariile foarte mici, putin dezvoltate- 2,2 persoane/locuinta
- Din impresiile tarilor vecine, rezulta faptul ca suedezii sunt persoane foarte ingamfate
- Pun mai mult accent pe viata profesionala decat pe cea privata, neglijandu-se deseori
- In timpul unei conversatii, ei nu se folosesc de gesturi si mimica, de aceea induc in eroare
partenerii lor de discutie
- Datorita economiei bune de care dispune acest stat, suedezii sunt mai putin preocupati de
profitul pe care il pot obtine
- In multe cazuri, nu pot dau dovada de putere decizionala, neacceptand sa ia decizii
proprii, ci la nivel de echipa/organizatie
- Uneori sunt inflexibili in gandire si nu vor sa admita si alte puncta de vedere
Oportunitati:
- Antreprenoriatul
- Oferirea posibilitatii tinerilor suedezi someri de a ocupa locuri de munca pe perioada
verii in tari lovite de criza precum Spania si Grecia
- Invatamantul superior gratuit, cee ace incurajeaza tot mai multi tineri sa se inscrie in
universitati
- In Suedia, voluntariatul este considerat de oameni drept ‖un bine al so i t tii‖, de aceea
cat mai multi cetateni se implica in astfel de activitati
- Se pune foarte mult accentul pe ― lit t vi tii‖, de aceea, suedezii intotdeauna vor avea
rezultate bune
- Dezvoltarea economiei statului intr-un mod rapid, datorita modului lent, dar eficient pe
care il abordeaza suedezii
- Dezvoltarea din ce in ce mai mare a tuturor ariilor economiei
28
- Oportunitatea de a avea relatii bune cu tari a caror economie se afla intr-un stadiu
avansat:Germania, Finlanda, Japonia, datorita relatiilor bune pe care le stabileste cu
acestea
- Recrutarea fortei de munca inalt calificate, deoarece au o politica de lucru foarte bine
pusa la punct si intretin relatii politicoase,dar si foarte informale cu colegii/subordonatii
lor
- Interesul acordat gasirii noilor parteneri de afaceri
- Competita pe piata economica prezice un viitor din ce in ce mai bun al statului
- Cresterea economica cea mai mare in U.E in continuare
- Productia de inalta tehnologie va aduce mereu mari profituri
- Cresterea exporturilor
- Interesul companiilor suedeze pentru piata romaneasca
Amenintari:
- Lipsa necesitatii unui loc de munca in cazul multor persoane tinere
- Asteptari ce nu corespund cu oferta pietei de munca
- Numar in crestere al imigrantilor
- Tinerii cu varste peste 20 de ani locuiesc cu parintii lor, cee ace este un lucru ingrijorator
- In timpul programului de lucru, suedezii profita de foarte mult timp liber, sarbatori,
concedii medicale etc.
- Relaxarea din sistemul de invatamant va duce la mari lacune viitoare in ceea ce priveste
educatia atat elevilor, cat si a studentilor
- Procesul de crestere demografica este unul lent
- Delictele referitoare la droguri plaseaza Suedia pe locul doi in Europa
- Faptul ca managerii nu dau ordine subordonatilor lor poate duce la scaderea efortului de a
munci
- Suedezii risca sa inceapa a duce un stil de viata nesanatos, deoarece chiar si in pauzele de
la serviciu au adoptat modelul american fast-food
29
- Neglijarea personala e din ce in ce mai mare, ei punand mai mult accent asupra
afacerii,decat asupra vietii lor
GRECIA:
Puncte tari:
- Turism dezvoltat (locuri de munca ce vizeaza tinerii)
- Antreprenoriatul este o ramura a economiei dezvoltata in Grecia
- Grecii dispun de o atitudine sanatoasa fata de viata
- In aceasta tara este foarte scazut gradul de infractionalitate
- Tinerii greci au initiative puternice, de aceea, ei organizeaza diverse mitinguri pentru a-si
apara drepturile, in special in aceasta perioada de criza cu care se confrunta tara lor
- Tinerii greci sunt preocupati sa participe la un numar mare de activitati in aer liber
- Acestia se implica intr-o multitudine de evenimente, festivaluri,cum nu se va mai gasi in
alta tara din Europa
- Grecii respecta cu sfintenie siesta intre orele 14-17,de aceea productivitatea lor se afla in
crestere
- Tinerii din aceasta tara duc un stil de viata sanatos, ei respectand programul meselor si al
somnului
- Guvernele depun mari eforturi pentru a fi combatuta munca la negru
- Elenii petrec mai multe ore la munca, se pare, decat germanii, deoarece cei mai multi
dintre ei sunt liber profesionisti
- Isi initiaza afaceri proprii, in turism sau agricultura
- Grecii duc un stil de viata lent si sanatos, tinand cont de aspectele care le imbunatatesc pe
acestea
- Biserica Ortodoxa din Grecia a demarat un proiect prin intermediul caruia sfatuieste
locuitorii sa inceapa sa abordeze un stil de viata mai chibzuit, respectand etica
consumului
30
Puncte slabe:
- Rata somajului in randul tinerilor de 48.3%
- Birocratia
- Coruptia
- Lipsa de experienta a tinerilor
- Lipsa unei stranse colaborari intre organizatiile neguvernamentale si cele guvernamentale
- Criza economica
- Locuitorii eleni se plang de lipsa locurilor de munca determinate de criza economica
- Dupa ce Grecia s-a integrat in UE in 2001, locuitorii sai munceau din ce in ce mai putin,
pana la izbucnirea crizei
- Sistemul socio-economic al statului unde taxele sunt mari iar grecii se afunda tot mai
mult in datorii, nu ii stimuleaza pe acestia sa fie mai muncitori, ci doar sa obtina venit
pentru a trai
- Nu pun accent pe calitatea muncii, de aceea, Grecia este considerata a fi una dintre cele
mai lenese popoare europene
- Grecii muncesc doar 6 luni pe an, restul anului il petrec relaxandu-se si traind din banii
obinuti in perioada in care au lucrat
- Trateaza cu iresponsabilitate resursele financiare pe care le au, cheltuind pana si ultimul
ban pe satisfacerea placerilor proprii
- Criza Greciei a facut ca Germania sa refueze sa ii ofere sprijin financiar
- Din cauza costurilor vietii ridicate din Grecia, multi tineri migreaza spre tari unde
conditiile de trai sunt mult mai scazute
- In urma crize, a crescut numarul oamenilor care traiesc pe strada, iar cei mai multi sunt
tinerii cu varste curprinse intre 26 si 45 de ani
- Intr-un procent de 87% tinerii greci se simt exclusi si marginalizati din viata economia si
sociala
- In urma realizarii unui studiu la nivelul continentului, grecii au fost pozitionati in topul
celor mai lenese popoare europene
- Mai au mult de lucrat la servicii, acestia primind multe reclamatii din partea turistilor ca
nu sunt serviti cum trebuie in restaurante sau ca nu li se ofera atentia necesara
-
31
Oportunitati:
- Antreprenoriatul
- Reducerea impozitelor pentru angajatii tineri (incurajeaza angajatorii)
- Turismul creste economia statului, iar grecii pot sta linistiti in timp ce turistii le aduc
venit
- Valorificarea turismului si in timpul iernii, nu doar al verii (oamenii de aici lucreaza 6
luni pe an-vara, restul timpului stau si se distreaza, traind din ce au castigat in restul
anului)
- Comertul pe mare in Grecia este cel mai dezvoltat din lume, de aceea exista oportunitati
mari ca statul sa detina in continuare o economie buna in continuare
- Grecii tind sa aiba cele mai multe ore de lucru intr-o saptamana, chiar mai mult decat au
germanii la ora actuala
- Solutionari ale crizei in care se afla Grecia acum (mai multe locuri de munca, sa se dea
dovada de mai multa eficienta la locul de munca, sa existe un grad mai mare de
rationalitate in ceea ce priveste gestionarea banilor, lucru venit din partea fiecarui grec)
- O miscare politica salvatoare va putea scoate Grecia din acest impas si va ajuta tinerii sa
isi reconstruiasca un nou viitor
- Aplicarea unei serii de reforme care sa care sa asigure insanatosirea economica a Greciei
- Combaterea economiei negre poate duce la revenirea din criza
- Stoparea evaziunii fiscale, de asemenea, poate contribui la depasirea crizei economice
Amenintari:
- Munca la negru in randul tinerilor
- Asteptari ce nu corespund cu oferta pietei de munca
- Criza din Grecia ii impinge pe tinerii greci sa vina la studii in Romania si Bulgaria, cee
ace duce la scaderea fortei de munca si a persoanelor calificate
- Tot criza economica a adus mii de tineri in strada, numarul acestora crescand dramatic in
ultimele luni
- Scade dramatic numarul locurilor de munca de pe piata
32
- Criza afecteaza stilul de viata al grecilor din toate clasele sociale,acestia fiind nevoiti de a
renunta la placerile cu care au fost obisnuiti
- Soarta poporului grec este ,cu siguranta, una de austeritate
- Pentru a reusi sa scape de datorii si sa revina la modul lor de viata, grecii vor trebui sa
treaca prin penitenta austeritatii
- Pe de alta parte, este considerat faptul ca munca grecilor nu e valorizata si ca ei sunt niste
‖vi tim ‖ ale ― pit lului‖,
- Criza genereaza noi probleme, astfel incat grecii sunt amenintati ca nu vor mai primi
ajutor din partea altor state membre U.E.
- Amplificarea crizei duce implicit si la caderea guvernului de mai multe ori, de aceea
grecii se afla in derizoriu continuu
- Problemele create de criza se vor adanci din ce in ce mai mult, ajutoarele economice
primite din partea altor state nu vor face decat sa mareasca datoria publica, impiedicand
revenirea economica
1. Cultură şi Educaţie Non-formală
Obiective sp ifi şi dir ţii d ţiun :
1.1. Asigurarea accesului tuturor adolescenților și tinerilor la formare şi educaţie de
calitate, atât formală cât şi non-formală
Direcţii de acţiune
. D zvolt r tivit ţilor u tin rii ( mun ii d tin r t), onsili rii şi oportunit ţilor d
înv ţ r non-form l ori nt t tr grupuril u ris m r d p r sir timpuri ş olii;
33
b. Extind r onsili rii ș ol r și ori nt rii prof sion l tât prin r șt r num rului d
onsili ri și div rsifi r r ț l lor d onsili r (nu do r în unit ți d înv ț mânt, i și în
ntr l d tin r t, în s l d ultur l stud nților, în drul ONGT, în drul ntr lor
omunit r d înv ț r p rm n nt ) ât și prin uprind r ât m i xtins în sist mul d
consiliere a tinerilor care nu mai frecventeaz ș o l d r s onfrunt u difi ult ți prof sion l
și so i l ;
. Impl m nt r d m suri d pr v nir , int rv nţi și omp ns torii p ntru r du r p r sirii
timpurii ș olii, in lusiv form lt rn tiv d înv ţ mânt, pr um du ţi și form r p ntru
dulţi, u nt supr zon lor rur l și tin rilor d tni rom ;
d. Sprijinir tin rilor din zon l rur l și din rândul grupurilor d f voriz t în v d r sporirii
sului, p rti ip rii și gr dului d ș ol riz r in lusiv în înv ţ mântul t rţi r;
. sigur r b z i m t ri l minim l niv lul ntit ților impli t l niv lul so i t ții p ntru
sigur r sului tin rilor l ultur și du ți .
1.2. Îmbunătăţirea ofertei de educaţie non-formală
Direcţii de acţiune
. Extind r tivit ţilor d volunt ri t și lor iniţi t d ONGT-uri r of r oportunit ţi d
du ţi non-form l ;
b. Urm rir r șt rii r l v nţ i progr m lor s ol r , in lusiv in drul înv ţ mântului sup rior,
în r port u n voil d p pi ţ mun ii și onsolid r p rt n ri t lor într unit ţi d înv ţ mânt,
într prind ri și r t r ;
. r șt r tr tivit ții of rt lor d du ți non-form l l unit ților d înv ț mânt, l
ntr lor d tin r t, l s lor d ultur l Stud nților, org niz țiilor n guv rn m nt l d și
pentru tineret;
34
d. In lud r în drul ntr lor d Tin r t şi în drul s lor d ultur l Stud nţilor un i
fun ţii d ntru d r surs p ntru tin ri, of rind form r , onsult nţ , d zvolt r d proi t ,
consult nţ p ntru m n g m ntul proi t lor iniţi t d tin ri;
. onstituir ntr lor d tin r t si s lor d ultur l stud nţilor în r ţ l n ţion l , u
subr ţ l r gion l , m rind stf l pot nţi lul lor d d zvolt str t gii d ţiun p ntru a
r spund m i bin n voilor sp ifi l tin rilor/stud nţilor din r giunil r sp tiv , d s
int gr în stru turi int rn ţion l d profil şi d obţin fin nţ r din fonduri urop n p ntru
proi t l proprii, în ompl t r sprijinului d st t p ntru într ţin r , dot r şi fun ţion r ;
f. tr g r onf d r țiilor sindi l stud nț ști și org niz țiilor LUMNI în progr m l
d di t tin rilor l niv lul instituțiilor d înv ț mânt sup rior;
g. Extind r şi susţin r of rt lor d înv ţ r on-lin , onf rinţ şi s min rii p t m soli it t
de tineri;
h. Extind r oportunit ţilor d înv ţ r limbilor str in şi form r d omp t nţ tr nsv rs l
(digitale, de comunicare etc);
i. sigur r d ontribuţii din fonduri l utorit ților dministr ți i publi ntr l și lo l ,
pr um şi tr g r d fonduri urop n n r mburs bil p ntru d zvolt r un i infr stru turi
d v t of rt i d du ţi şi d form r , in lusiv l i d du ţi non-form l sp ifi
tin rilor: ntr multifun ţion l d înv ţ r şi loisir, ntr omunit r d înv ț r p rm n nt ,
s l stud nţilor, mpusuri d v nţ u f ilit ţi d instruir , ntr ultur l d tin r t în
m diul rur l, luburi lo l , b z sportiv ompl x și d gr m nt, dot r u p r tur sp ifi
p ntru tivit ţi d instruir ;
j. Mobiliz r şi ori nt r org niz ţiilor guv rn m nt l şi n guv rn m nt l , omunit ţilor
lo l in v d r st bilirii d p rt n ri t şi unor oop r ri vi bil p ntru d zvolt r
sistemului furnizorilor d du ţi non-form l şi s rvi iilor ompl x /int gr t x t p
n sit ţil tin rilor.
k. r r și impl m nt r unui sist m d oop r r fi i nt într unit ți d inv ț mânt și
int prind ri publi și priv t în v d r d rul rii d st gii d pr ti prof sion l dr s t
l vilor și stud nților.
35
1.3. Stimularea interesului tinerilor de a participa la activități de educaţie non-formală
Direcţii de acţiune
. În ur j r org niz ţiilor r d zvolt proi t d du ţi non-form l dr s te tinerilor;
b. Promov r în rândul tin rilor, prin unit țil d înv ț mânt și ONGT, oportunit ților d
du ți non-form l of rit d ţiunil Progr mului urop n Er smus+;
. D zvolt r gr du l , în p rio d 2014 – 2018, a unui sistem de validar și r uno șt r
r zult t lor înv ț rii în ont xt non-form l și inform l , în onformit t u bun l pr ti i și
xp ri nț l urop n v ns t .
1.4. Asigurarea unei mai bune relevanţe practice a abilităţilor dobândite prin educaţie
formală și non-formală
Direcţii de acţiune
. Ori nt r du ţi i non-form l u pr pond r nţ tr dom nii r sigur bun int gr r
so i l tin rilor şi m nif st r lor m i tiv şi m i r spons bil : du ţi p ntru t ţ ni şi
uno şt r dr pturilor şi oblig ţiilor l r vin tin ri şi viitori dulţi, du ţi şi ori nt r
ntr pr nori l timpuri , du ţi p ntru mun , du ţi p ntru un stil d vi ţ s n tos,
du ţi p r nt l şi du ţi p rinţilor t ;
b. Urm rir r șt rii r l v nţ i progr m lor d înv ţ mânt, in lusiv l înv ţ mântul sup rior, în
r port u n voil d p pi ţ mun ii și onsolid r p rt n ri t lor într unit ţi d înv ţ mânt,
într prind ri și r t r ;
1.5. Facilitarea accesului tinerilor la consum de cultură şi creaţie culturală de calitate
36
Direcţii de acţiune:
. Stimul r int r sului tin rilor p ntru v lorifi r tr diţiilor ultur l lo l (român şti s u
l minorit ţilor tni ), in lusiv prin form r în m s rii tr diţionale (artistice, artizanale);
. Stimul r pr o up rilor p ntru l tur şi p ntru r ţi lit r r l tin ri;
d. Sprijinir şi stimul r r tivit ţii şi p rform nţ i tin rilor în div rs dom nii l industriilor
creative (publicitate, arte vizuale, artele spectacolului, cercetare-dezvoltare, software etc.);
. Promov r , susţin r şi r omp ns r p rform nţ i tin r lor t l nt rtisti şi din
dom niul inov ţi i t hni o-ştiinţifi . În ur j r du ţi i int r ultur l , tât prin p rti ip r l
st gii d form r şi înv ţ r în lt ţ ri, prin int rm diul s himburilor d tin ri, ât şi prin
sigur r d oportunit ţi d uno şt r ulturii minorit ţilor tni din propri ţ r ;
f. sigur r prot ţi i opiilor şi tin rilor în f ţ numitor ris uri ce apar ca urmare a folosirii
noilor mijlo d omuni r în m s , în p rti ul r prin d zvolt r d omp t nţ în dom niu,
r unos ând totod t b n fi iil şi oportunit ţil p r st l pot of ri tin rilor;
g. F ilit r sului l ultur d lit t tin rilor din m diul rur l prin m suri sp i l d
p rti ip r ultur l lo l ;
h. ord r d sprijin p ntru form d m nif st r ultur l d di t tin rilor, r s r fl t
pr o up ril și int r s l stor ;
i. Fin nţ r d proi t p ntru v lorifi r pot nţi lului turisti și ultur l l ţ rii,
implementate de ONGT;
j. sigur r un i promov ri m i bun în m ss m di și prin int rn t (m di so i l )
oportunit ţilor d form r și d du ţi non-form l .
1.6. Îmbunătăţirea finanţării activităţilor culturale
Direcţii de acţiune
37
. În ur j r s torului priv t p ntru ontribui l fin nţ r v nim nt lor ultur l ;
b. L ns r d progr m n ţion l r s urm r s d s op rir şi promov r unor tin ri u
pot nţi l r tiv ridi t în dom niul ultur l – rtisti şi ord r d burs p ntru tin rii rtişti
v loroşi;
. sigur r d ondiţii fin n i r v nt jo s d p rti ip r tin rilor t l nt ţi din m dii
d f voriz t l tivit ţil instituţiilor d form r rtisti prof sionist ;
d. Susţin r fin n i r stru turilor d promov r tivit ţilor ultur l-artistice pentru tineret
( ntr d tin r t, s d ultur l stud nţilor, luburi/ r uri l org niz ţiilor
n guv rn m nt l d şi p ntru tin r t) în v d r sigur rii unor ondiţii ât m i bun şi un i
tr tivit ţi sporit p ntru p rti ip r tin rilor l st tivit ţi.
3. Participare şi Voluntariat
Obi tiv sp ifi şi dir ţii d ţiun
3.1. Creşterea gradului de participare a tinerilor la viaţa comunităţii, sub toate aspectele ei,
sociale, educaţionale, culturale, economice, de sănătate.
Direcţii de acţiune:
. r r m i multor oportunit ţi d p rti ip r tin rilor l vi ţ omunit ţii;
b. Susţin r d s min rii, onf rinţ şi v nim nt simil r p ntru promov r p rti ip rii în
rândul dol s nților și dol s ntin rilor;
. Promov r d mod l d su s l p rti ip rii u s opul în ur j rii tin rilor d s impli
în vi ţ omunit ţii;
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d. Pr z nt r în rândul tin rilor şi l p rinţilor b n fi iilor p r l pot dobândi prin
impli r în tivit ţi d volunt ri t, pr um şi omp t nţ lor şi bilit ţilor obţinut ;
. Pr mi r lor m i bun iniţi tiv d p rti ip r şi d izii r impli tin rii l niv l lo l în
drul unor omp tiţii d proi t ;
f. r r d grupuri d r t r şi d onsult r form t din tin ri l niv lul unit ților
administrativ-t ritori l ( omun , or ș , jud ț );
g. r şt r gr dului d motiv r tin rilor p ntru p rti ip l vi ţ omunit ţii prin
impli r în proi t ;
h. r r d posibilit ţi d fin nţ r p ntru st bili s u îmbun t ţi f ilit ţi dur bil lo l d
tineret;
i. D zvolt r studiului du ți i ivi în sist mul form l d du ți ;
j. Promov r tivit ţilor d int r s p ntru tin ri şi d pt r oportunit ţilor d volunt ri t
grupurilor diverse de tineri;
k. Îmbun t ţir pro sului d r gl m nt r și guv rn r , tr nsp r nţ și sibilit t în
domeniul politicii de tineret.
l. sigur r m n g m ntul str t gi l niv lul ntr lor d tin r t, s lor d ultur l
stud nţilor şi l f ilit ţilor d timp lib r p ntru tin r t s fi r liz t pr pond r nt d
r pr z nt nţi i ONGT i r ondu r x utiv s fi numit x lusiv p rit rii d omp t nţ
şi în ondiţii d m xim tr nsp r nţ ;
m. r r d pl tform prin r tin rii s po t s mn l zuri d buzuri, orupţi şi fr ud în
instituţiil publi şi d sf şur r d mp nii p ntru în ur jarea folosirii acestora.
n. M sur r f t lor volunt ri tului supr p rform nț i individului și p r pți i xp ri nț i
dobândit l niv lul individului din prism g nților onomi i;
3.2. Creşterea gradului de participare a tinerilor la viaţa politică.
39
Direcţii de acţiune:
. Introdu r unor l m nt d du ţi politi în urri ul p ntru du ţi ivi din sist mul
form l d du ţi ;
b. Impli r tiv org niz ţiilor n guv rn m nt l d şi p ntru tin r t în pro sul d
introdu r în urri ul form l du ţi i ivi şi politi ;
. Promov r p rti ip rii l vot tin rilor, prin m ss-m di şi prin pun t d inform r ;
d. sigur r dr ptului stud nţilor d vot în lo lit t în r îşi u r ş dinţ p dur t
studiilor.
e. În ur j r impli rii tin rilor în pro s simul tiv d lu r d iziilor p ntru înţ l g
m nism l d mo r ţi i.
3.3. Creşterea gradului de participare a organizaţiilor neguvernamentale de şi pentru
tineret la dialogul structurat.
Direcţii de acţiune:
. Lu r d d izii tr nsp r nt în dom niil în r tin rii sunt viz ţi în mod dir t;
b. Promovarea co-m n g m ntului u org niz ţiil n guv rn m nt l d şi p ntru tin r t în
impl m nt r progr m lor şi tivit ţilor p ntru tineret;
. Iniţi r şi instituir un i pr ti i di logului u tin rii, în r toţi torii pot du id i l
iniţi , d id , impl m nt și monitoriz politi il și progr m l d / p ntru tin r t l to t
nivelurile;
d. Promovarea dialogului structurat într d id nţii l niv l politi şi so i t t ivil , în v d r
sigur rii f tiv p rti ip rii tin rilor l lu r d iziilor r îi f t z .
3.4. Crearea unui mediu favorabil voluntariatului în România.
40
Direcţii de acţiune:
. sigur r on ord nţ i drului l gisl tiv r r gl m nt z miş r d volunt ri t în
Români , u dir tiv l urop n , prin îmbun t ţir l gii-cadru – Legea Voluntariatului
195/2001;
b. Armonizarea legii-cadru cu celelalte documente legislative existente (Legea Tinerilor nr.
350/2006, Legea nr. 351/2006 – privind înfiinţ r , org niz r şi fun ţion r onsiliului
N ţion l l Tin r tului din Români , L g nr. 146/2002 privind r gimul juridi l fund ţiilor
jud ţ n p ntru tin r t şi muni ipiului Bu ur şti şi l Fund ţi i N ţion l p ntru Tin r t, L g
nr. 333/2006 – privind înfiinţ r ntr lor d inform r şi onsili r p ntru tin r t), L g nr.
78/2014 - r gl m nt r tivit ții d volunt ri t în Români ;
. r şt r p it ţii org niz ţiilor n guv rn m nt l d şi p ntru tin r t prin m nism d
suport fin n i r şi t hni în v d r s rii d fin nţ ri din fonduri publi n ţion l , urop n
şi int rn ţion l , pr um şi sigur rii ontinuit ţii în fun ţion r stor ;
d. Plasar prin l gisl ţi volunt ri tului dom niu d omp t nţ l niv lul insituţiilor
publi ntr l p ntru f ilit di logul într s torul n guv rn m nt l şi f torii d d izi ;
. Impli r dir t s torului d volunt ri t în l bor r politi ilor publi r îl viz z , în
dom nii în r s d sf şo r tivit ţi d volunt ri t;
f. D zvolt r infr stru turii p ntru volunt ri t prin onsolid r p it ţii t hni , op r ţion l
şi fin n i r org niz ţiilor r surs ;
g. Susţin r progr m lor d sist nţ t hni din p rt org niz ţiilor r surs tr lt
org niz ţii n guv rn m nt l d şi p ntru tin r t;
h. F ilit r mobilit ţii volunt rilor în sp ţiul urop n şi int rn ţion l;
i. Crearea unui cadru legal pentru remunerarea formatorilor, animatorilor, lucratorilor de tineret
şi ltor tori impli ţi p rso n r surs p ntru dom niul tin r tului;
j. Promov r tivit ţii org niz ţiilor n guv rn m nt l în ş oli și li ;
41
3.5. Îmbunătăţirea sistemului de atestare şi recunoaştere publică a activităţii de
voluntariat.
Direcţii de acţiune:
. r r şi impl m nt r unui sist m d r uno şt r omp t nţ lor dobândit prin
volunt ri t, p b z drului N ţion l l lifi rilor şi drului Europ n l lifi rilor
pentru înv ţ r d - lungul vi ţii;
b. dopt r şi impl m nt r M nu lului p ntru m sur r mun ii d volunt ri t r t d
Org niz ţi Int rn ţion l Mun ii în v d r ol t rii d d t st tisti v lid şi m sur bil u
privir l dim nsiun şi din mi tivit ţii d volunt ri t din Români ;
. În ur j r grupurilor inform l promotori i volunt ri tului;
3.6. Creşterea gradului de sensibilizare a opiniei publice cu privire la importanţa implicării
în activităţi de voluntariat.
Direcţii de acţiune:
a. Promovarea voluntariatului v lo r s nţi l so i t ţii şi v lo r d ug t p ntru
individ şi so i t t ;
b. r r d m nism d promov r tivit ţilor şi proi t lor d rul t d org niz ţiil
n guv rn m nt l d şi p ntru tin r t în rândul omunit ţii;
c. Identificarea de instrumente pentru a atrage implicarea mass-m di în promov r
volunt ri tului şi p rti ip rii ivi ;
42
d. R liz r d studii şi r t ri u privir l dom niil d impli r volunt r şi u privir l
situ ţi m diului d volunt ri t în Români ;
4. Muncă şi Antreprenoriat
4.1. Muncă
Obi tiv sp ifi şi dir ţii d ţiun
4.1.1. Creşterea ratei de ocupare a forţei de muncã tinere, cu focalizare pe grupele de
vârstã 15-24 ani şi 25-29 ani.
Direcţii de acţiune:
. El bor r şi implementarea unor scheme de stimulente financiare pentru angajare, acordate
într prind rilor r ng j z tin ri, dup bsolvir ;
b. Pun r în pli r Pl nului p ntru Impl m nt r G r nți i p ntru Tin r t;
. ord r un i t nţii sp i l r giunilor/zon lor u x luziun o up ţion l ridi t în rândul
tin rilor în furniz r m surilor tiv p pi ţ mun ii ;
d. d pt r du ţi i și form rii prof sion l l n voil în s himb r l pi ţ i forţ i d mun ,
în sp i l l n voil d lifi r , n s r în l s to r r u pot nţi l d r șt r .
. Stimul r şi f ilit r impli rii ng j torilor în d zvolt r pit lului um n prin înv ţ r
p tot p r ursul vi ţii;
f. ord r un i t nţii sp i l lit ţii şi v lorii d ug t burselor de training oferite
tin rilor, in lusiv prin p rti ip r l iniţi tiv urop n privind un dru Europ n l lit ţii
pentru Bursele de Training;
43
g. Promov r org niz rii d st gii pr ti , int rnship-uri l g nţii onomi i în v d r
ng j rii ult rio r tin rilor pr ti nţi;
h. r șt r tr tivit ţii înv ţ mântului și sist mului VET, pr um și sprijinir f mili riz rii
tin rilor îns riși în sist mul d înv ţ mânt oblig toriu u viito r l lo uri d mun , u nt
asupra zonelor rur l și t ţ nilor români d tni rom , împr un u m i bun d pt r p
t rm n s urt şi m i bun nti ip r p t rm n lung omp t nţ lor rut p pi ţ mun ii;
i. Îmbun t ţir lit ţii și r l v nţ i VET (iniţi l și ontinuu) și înv ţ mântului t rţi r în r port
u n voil pi ţ i mun ii;
j. Lu r în onsid r r situ ţi i sp ifi tin rilor l proi t r str t giilor d
flexisecuritate.
4.1.2. Promovarea mãsurilor legislative existente71în favoarea tinerilor, prin care sã fie
asiguratã tranziţia coerentã de la sistemul educaţional cãtre piaţa forţei de muncã.
71Legea nr. 335/2013 privind efectuarea stagiului pentru absolvenţii de învăţământ
superior şi Legea 279/2005 privind ucenicia la locul de muncă, actualizată.
Direcţii de acţiune:
. Mun d tin r t şi înv ţ r nonform l vor fi r unos ut şi sprijinit în ontinu r surs
s mnifi tiv d sprijin în v d r hip rii tin rilor u bilit ţi şi omp t nţ d n tur l
uşur sul p pi ţ mun ii, ontribuind stf l l ting r obi tiv lor Str t gi i Europ 2020;
b. Promov r unui s uşor l inform ţi , pri t no s şi d lit t , privind pi ţ mun ii,
dr pturil şi oblig ţiil ng j ţilor, r sp tiv l ng j torilor, p ntru toţi tin rii, în sp i l p ntru
i u m i puţin oportunit ţi;
. Int gr r inform rii şi ori nt rii în ri r în to t niv l l tr i toriilor d du ţi form l
şi d înv ţ r nonform l p ntru onşti ntiz tin rii u privir l rinţ l pi ţ i mun ii, l
r ş ns m i bun p st pi ţ şi -i pr g ti p ntru vi ţ tiv ;
44
d. Sprijinir onsolid rii sibilit ţii, fi i nţ i și lit ţii s rvi iilor publi d o up r ,
inclusiv prin prestarea stor d tr s torul priv t;
e. Prestarea anumitor servicii care intra in sfera de atributii a serviciilor publice de ocupare de
tr d tr s torul priv t u r sp t r l gisl ți i in vigo r
f. torii import nţi pr um lu r torii d tin r t, onsili rii d ri r şi tr in rii instruiţi vor fi
r unos uţi şi susţinuţi o surs s mnifi tiv d sprijin r l v nt;
g. Susţin r , in lusiv fin n i r , org niz ţiilor n guv rn m nt l d şi p ntru tin r t,
furnizori m jori d du ţi nonform l şi înv ţ r inform l , pr um şi d l rgi oportunit ţi d
mobilit t în f r ont xtului du ţi i form l .
h. sigur r d tr ining p rson liz t sp i liştilor în mun d tin r t, prof sorilor şi
onsili rilor d ri r p ntru furniz r d inform ţii privind pi ţ mun ii şi onsili r în
domeniul carierei;
i. Org niz r d s min rii privind sprijinul în d zvolt r ri r i prin înt rir oop r rii
dintr org niz ţiil n guv rn m nt l d şi p ntru tin r t şi s rvi iil n ţion l d o up re a
forţ i d mun ;
j. rmoniz r l gisl ţi i mun ii u L g Edu ţi i N ţion l şi L g Tin rilor în v d r
sigur rii un i tr nziţii o r nt d l sist mul du ţion l tr pi ţ forţ i d mun .
4.1.3. Promovarea şi susţinerea echilibrului între viaţa profesională şi cea personală a
tinerilor.
Direcţii de acţiune:
. Promov r şi susţin r d progr m şi m suri r s sigur un hilibru într vi ţ d
mun şi n voil p rson l l tin rilor, d n tur l p rmit s -şi folos s p deplin
pot nţi lul tât p pi ţ mun ii ât şi în vi ţ priv t .
b. Stimul r p rti ip rii tin rilor l tivit ţi d dobândir un i xp ri nţ iniţi l d mun
45
. În ur j r ng j torilor şi ng j ţilor s folos s v ri t form d mun , în sp ial munca
l dist nţ , mun u progr m p rţi l, împ rţir lo ului d mun şi mun l domi iliu;
d. sigur r m i multor tipuri d f ilit ţi p ntru îngrijir opiilor, m i fl xibil şi m i
sibil , l lo ul d mun , s şi l ş o l , sigur t de personal calificat;
. L ns r d mp nii d inform r r s în ur j z tin r l f milii s împ rt în mod g l
s r inil din vi ţ priv t şi prof sion l , folosind r nj m nt fl xibil d mun .
4.1.4. Stimularea mobilitãţii tinerilor pe piaţa internã a muncii.
Direcţii de acţiune:
. ord r d subv nţii p ntru hiri tin rilor r s mut în lt jud ţ p ntru primul lo d
mun ;
b. În ur j r într prind rilor, prin f ilit ţi fis l , s ontr t z şi s in lud în p h tul
s l ri l p ntru tin ri ng j ţi lo uinţ d s rvi iu. ompl m nt r, stf l d lo uinţ vor fi
ontr t t / onstruit d st t şi pus l dispoziţi ng j torilor în numit ondiţii;
. F ilit r sului şi mobilit ţii p pi ţ int rn forţ i d mun tât tin rilor români
r u studi t în str in t t , ât şi tin rilor str ini r u studi t în Români s u în lt st t
membre ale UE.
4.1.5. Sprijinirea mobilitãţii tinerilor din România pe piaţa europeanã a forţei de muncã,
inclusiv prin programe de combinare a muncii cu pregãtirea şi prin programe de integrare,
în cadrul fazei post-pilot a programului "Primul tãu job EURES".
Direcţii de acţiune:
46
. Înt rir p it ţii s rvi iilor publi d o up r şi ltor org niz ţii r tiv z p pi ţ
mun ii p ntru d v ni s rvi ii d o up r în drul stui progr m, pr um şi p ntru s
so i l lt r ţ l urop n m nit f ilit int gr r pi ţ lor mun ii l niv l urop n;
b. În ur j r şi sprijinir p rt n ri t lor tr nfront li r dintr ng j tori şi furnizori d form r
prof sion l , în v d r mplifi rii oportunit ţilor d s l tin rilor din Români l du ţi
şi form r prof sion l în drul progr mului "Er smus +", inţi t d omisi Europ n ;
. Promov r d oportunit ţi prof sion l şi vo ţion l tr nsfront li r p ntru tin ri.
4.1.6. Asigurarea unor şanse mai bune de acces şi de menţinere pe piaţa muncii a tinerilor,
prin însuşirea şi dezvoltarea abilitãţilor şi competenţelor
Direcţii de acţiune:
. Sprijinir furnizorilor d du ţi şi form r prof sion l în m i bun d v r bilit ţilor
şi omp t nţ lor urs nţilor/ bsolv nţilor l rinţ l unor s to r u pot nţi l ridi t d r r
d lo uri d mun , pr um TI , îngrijir s n t ţii şi onomi v rd , in lusiv p rti ip r
stor l o liţiil şi pl nuril d ţiun iniţi t în st s ns d omisi Europ n ;
b. Asigurarea dreptului tinerilor o up ţi l tr t m nt g l şi or t, m i l s în priv şt mun
şi s l riul d nt, lo uri d mun n pr r , oportunit ţil d pr g tir şi promov r , şi s nu fi
supuşi dis rimin rii p b z vârst i;
. Susţin r ţiunilor d îmbun t ţir ș nselor de angajare ale tinerilor, precum consiliere
individu l , form r l lo ul d mun , pi ţ int rm di r l forţ i d mun și în ur j r
spiritului ntr pr nori l, u lu r în onsid r r p rti ul rit ţilor stru turii o up rii în
Români ;
d. Sprijinir tin rilor în v d r m nţin rii p pi ţ mun ii, prin sigur r d onsili r şi
ori nt r în ri r d lit t , form r l lo ul d mun , int rnship şi u ni i d bun lit t
pl tit , r s r spund bilit ţilor şi int r s lor stor ;
47
. D zvolt r un i bord ri multi-dim nsion l p ntru susţin r r int gr rii tin rilor NEET
( r nu sunt în dr ţi prof sion l și nu urm z ni iun progr m du ţion l s u d form r )
prin oportunit ţi d du r , form r s u o up r .;
4.1.7. Dezvoltarea economiei sociale şi creşterea gradului de participare a tinerilor în
cadrul acesteia.
Direcţii de acţiune:
. Explo t r pot nţi lului mod l lor d onomi so i l p ntru susţin r int gr rii p pi ţ
muncii a tinerilor din grupuri vulnerabile, dezvoltarea de servicii locale acolo unde modelele de
pi ţ șu z , r ând stf l lo uri d mun și in luziun so i l ;
b. Promov r şi susţin r într prind rilor so i l g stion t d tin ri;
. r r și of rir d s rvi ii d onsult nţ , în v d r îmbun t ţirii p rform nţ i onomi
și d m diu onomi i so i l ;
4.2. Antreprenoriat
4.2.1. Creşterea gradului de auto-ocupare a tinerilor în domeniul afacerilor.
Direcţii de acţiune:
. pli r unor m suri l gisl tiv şi d zvolt r unor progr m d promov r uto-o up rii
adaptate nevoilor tinerilor;
b. Stimul r iniţi rii d noi f ri prin promov r ntr pr nori tului în ş oli şi univ rsit ţi;
c. Oferirea unei palete de servi ii m i v ri nt p ntru d zvolt r ri r i tin rilor, r s vin
totod t şi în sprijinul d zvolt rii onomi l niv l n ţion l şi urop n;
48
d. F ilit r şi sprijinir d zvolt rii t l ntului şi ptitudinilor ntr pr nori l l tin rilor;
e. Stimul r şi sprijinir d m r rii şi d zvolt rii firm lor nou-înfiinţ t (st rt-up-uri) prin
f ilit r sului stor l fin nţ r ;
f. r r d progr m d form r în f ri p ntru şom rii tin ri, r in lud t p l r d finit :
profilare, planifi r , pun r în fun ţiun , onsolid r și r șt r , în fi r t p of rind un
m niu v ri bil d s rvi ii ( onsili r , form r și lifi r , onsili r și sul l mi ro r dit ),
în p rt n ri t u tin rii și lt org niz ţii, onsili ri în f ri și instituţiil fin n i r ;
g. L ns r progr m lor tiv p pi ţ mun ii r of r sprijin fin n i r p ntru șom rii tin ri
în v d r d m r rii un i f ri;
h. on t r s rvi iilor publi d o up r , u s rvi ii d sist nţ şi mi ro-furnizori de
fin nţ r p ntru jut şom rii tin ri s îşi d zvolt o ri r în ntr pr nori t;
i. Introdu r omp t nţ i h i "spiritul ntr pr nori l" în urri ul d studiu în înv ţ mântul
prim r, gimn zi l, prof sion l, sup rior și în du ţi dulţilor;
j. R liz r d ţiuni p ntru promov r progr m lor d ntr pr nori t p ntru tin ri, in lusiv
prin dezvoltarea de platforme web.
4.2.2. Creşterea gradului de auto-ocupare a tinerilor în domeniul afacerilor în mediul
rural.
Direcţii de acţiune:
a. Promov r s rii d tr tin ri fondurilor d stin t dom niului gri ulturii, p s uitului,
silvi ulturii, t . în v d r d zvolt rii d f ri în m diul rur l;
b. Înfiinţ r unor grupuri op r tiv d tin ri (f rmi ri, r t tori, onsult nţi), r vor
p rti ip l P rt n ri tul Europ n p ntru Inov r „Produ tivit t și dur bilit t gri ulturii‖ ;
. Promov r d noi surs d v nit p ntru tin rii din m diul rur l în int riorul s torului
( tivit ţi d pro s r , d m rk ting) și în f r stui ( tivit ţi ologi , turism, du ţi ) ;
49
d. Sprijinir tivit ţilor d monstr tiv p ntru tr nsf rul d unoștinţ r f rito r l noil
pr ti i în dom niu; inform r , s himburi p t rm n s urt și vizit în int riorul UE în s opul
promov rii s himbului de bune practici pentru tinerii din mediul rural;
. r r și of rir d s rvi ii d onsult nţ , în v d r îmbun t ţirii p rform nţ i onomi
și de mediu pentru tinerii din mediul rural.
4.2.3. Promovarea antreprenoriatului, la toate nivelele educaţiei şi formării tinerilor.
Direcţii de acţiune:
. sigur r dobândirii d omp t nţ tr nsv rs l pr um omp t nţ l digit l , înv ţ r d
înv ţ , simţul iniţi tiv i şi ntr pr nori tului, uno şt r şi înţ l g r sp t lor ultur l prin
progr m sp i l r t , noţiuni d g stion r un i faceri;
b. sigur r fun ţion lit ţii triunghiului du ţi -cercetare-inov r prin susţin r
p rt n ri tului n ţion l şi int rn ţion l dintr lum într prind rilor şi dif rit l s to r şi
niv l l du ţi i, form rii şi r t rii p ntru sigur r d v rii omp t nţ lor şi
ptitudinilor form t în ş o l l n voil pi ţ i mun ii, d r şi p ntru r şt r ntului p
inov r şi ntr pr nori t în to t form l d înv ţ r ;
. Of rir posibilit ţii tin rilor d v l puţin o xp ri nţ pr ti d ntr pr nori t în int
d vârst d 26 ni, s u hi r în int d pl din înv ţ mântul oblig toriu, um r fi rul r
unei mini-companii, responsabilitatea unui proiect antreprenorial pentru o companie sau un
proiect social;
d. Pr g tir ntr pr nori l p ntru tin ri prin int rm diul r surs lor fondurilor stru tur l
(Fondul So i l Europ n, Fondul Europ n gri ol p ntru D zvolt r Rur l ) ;
. Promov r d modul d înv ţ r ntr pr nori l p ntru tin rii r p rti ip l s h m l d
g r nţi pentru tineret.
50
4.2.4. Facilitarea adaptării tinerilor întreprinzători la procesele de integrare europeană şi
globalizare.
Direcţii de acţiune:
. D zvolt r ptitudinilor ntr pr nori l b z t p uno şt r şi g stion r optim
r surs lor, în v d r d pt rii r pid l rigoril d t rmin t d glob liz r pi ţ lor;
b. Promovarea programului Erasmus pentru tinerii antreprenori72, un program de schimb
tr nsfront li r r of r ntr pr norilor noi s u spir nţi ş ns d înv ţ d l ntr pr norii cu
xp ri nţ r ondu mi i omp nii în lt ţ ri din Uniun Europ n ;
. F ilit r sului tin rilor l surs l d fin nţ r p ntru d zvolt r , prin s rvi ii şi
progr m d onsili r şi onsult nţ ;
d. Dezvoltarea unei platforme dedicate an liz i, r rii un i m todologii omun şi unui
progr m d m ntor t într ntr pr nori l niv l urop n.
5. Excluziune ocupaţională
5.1. Promovarea unor măsuri incluzive adresate tinerilor în vederea facilitării accesului
acestora pe piața formală de muncă
Direcţii de acţiune:
. Fo liz r m surilor tiv p pi ţ forţ i d mun stf l în ât s ondu l r du r
disp rit ţilor într m dii d r zid nţ , r gion l și t ritori l
b. Acordarea de acompaniament social tinerilor care se confrunt u ris ul d m rgin liz r
so i l p ntru s vit o situ ţi d „uș rot tiv ‖ în r p rso n l sunt prins într șom j și
un lo d mun pr r, d sl b lit t ;
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. În ur j r tin rilor p rținând unor grupuri vuln r bil s intr p pi ţ form l d mun ,
prin f ilit r sului l progr m d tip dou ș ns , progr m d du țin non-form l și
ursuri d form r şi onsili r p ntru pl s r p pi ţ mun ii;
d. Stimul r și xtind r m surilor d în ur j r ng j rii tin rilor p pi ţ mun ii, în sp i l
lor prov niţi din sist mul d prot ţi opilului, tin rilor r u isp şit p d ps priv tiv
d lib rt t şi tin rilor u diz bilit ţi, prin d zvolt r într prind rilor d onomi so i l ;
. Iniţi r d ţiuni ţintit d int gr r , r s îmbun t ţ s sul p pi ţ mun ii l
tinerilor dintr-o s ri d grupuri vuln r bil so i l: f m i, t ţ ni români d tni rom , tin ri
u n voi sp i l , pr um și p rso n u niv l s zut d ș ol riz r și lifi r prof sion l .
5.2. Direcţionarea educaţiei non-formale spre reintegrarea socială a tinerilor excluși social,
asigurarea menţinerii sau restabilirii accesului la educaţia formală în paralel cu o reală
promovare a învăţării non-formale și informale și a recunoașterii competenţelor dobândite
Direcţii de acţiune:
. m lior r r zult t lor în dom niul du ţi i, tr tând fi r s gm nt (pr ș ol r, prim r,
s und r, prof sion l și univ rsit r) în drul un i bord ri int gr t , r s in lud
omp t nţ l - h i și r r s opul d r du p r sir timpuri școlii;
b. D zvolt r d pl tform d du ţi prin p rt n ri t într ş oli, univ rsit ţi, org niz ţii
n guv rn m nt l d şi p ntru tin r t şi furnizori d înv ţ r nonform l u p rti ip r
m mbrilor omunit ţii (p rinţi, tin ri) din r provin b n fi i rii stor pl tform d înv ţ r ;
. ord r unor m suri d susţin r l vilor u r zult t ș ol r bun și fo rt bun din
medii defavorizate;
d. sigur r sului l ș o l l tin rilor, în sp i l l tin r lor f t , din omunit ţil u v lori
tr diţion l ;
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. Promov r p rti ip rii l pro sul d d izi , sigur r div rsit ţii şi in luziunii, și s d r
ntr rii x lusiv p x m n şi rtifi t , în s opul sigur rii un i ulturi înţ l g rii,
pt rii şi r sp tului
f. Facilitarea, prin onsilii jud ţ n și prim rii, unor onv nţii într unit ţil ş ol r din zon
izol t , f r ng j tori în proximit t , şi g nţi din lt zon onomi , p ntru p rmit
org niz r înv ţ mântului prof sion l în st zon și pr v ni x luziun d l du ţi
tinerilor;
g. Impl m nt r unor m suri p ntru promov r -in luziunii tin rilor, dir ţion t în sp i l
spr zon l m i s r și m i izol t din m diul rur l și spr t goriil d tin ri u un st nd rd
d vi ţ m i s zut;
h. Asigur r d oportunit ti d firm r rtisti și ultur l tin rilor u r surs onomi
pr r și x luși so i l, pr um și tin rilor u diz bilit ți;
i. R du r b ndonului ş ol r prin sigur r s rvi iilor d sprijin p ntru p rso n l u
dizabilit ţi ( d pt r urri ul i, sigur r prof sorului itin r nt, sigur r d m nu l în
format accesibil.
5. Dezvoltarea deprinderilor de viata in randul tinerilor (competente UE si dezvoltarea în
continuare)
Actul legislativ in care sunt definite competentele uniunii este reprezentat de Tratatul de la
Lisabona, care clarifica repartizarea competentelor intre Uniunea Europeana (UE) si statele
membre. Prin acest act se diferentiaza trei competente principale: competentele exclusive,
competentele partajate si competentele de sprijinire.
Prin acest tratat UE dobandeste personalitate juridica, astfel, ea poate de acum inainte sa incheie
tratate in domeniile care tin de competenta sa.
CELE TREI MARI TIPURI DE COMPETENTA
Tratatul privind functionarea UE (TFUE) distinge intre trei tipuri de competenta si, pentru
fiecare, intocmeste o lista neexhaustiva a domeniilor vizate:
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competente exclusive (articolul 3 din TFUE)
Competenta Uniunii este exclusiva in urmatoarele domenii: (a) uniunea vamala; (b) stabilirea
normelor privind concurenta necesare functionarii pietei interne; (c) politica monetara pentru
statele membre a caror moneda este euro; (d) conservarea resurselor biologice ale marii in cadrul
politicii comune privind pescuitul; (e) politica comerciala comuna.
De asemenea, competenta Uniunii este exclusiva in ceea ce priveste incheierea unui acord
international in cazul in care aceasta incheiere este prevazuta de un act legislativ al Uniunii, ori
este necesara pentru a permite Uniunii sa isi exercite competenta interna, sau in masura in care
aceasta ar putea aduce atingere normelor comune sau ar putea modifica domeniul de aplicare a
acestora.
competente partajate (articolul 4 din TFUE)
Competentele partajate intre Uniune si statele membre se aplica in urmatoarele domenii
principale: (a) piata interna; (b) politica sociala, pentru aspectele definite in prezentul tratat; (c)
coeziunea economica, sociala si teritoriala; (d) agricultura si pescuitul, cu exceptia conservarii
resurselor biologice ale marii; (e) mediul; (f) protectia consumatorului; (g) transporturile; (h)
retelele transeuropene; (i) energia; (j) spatiul de libertate, securitate si justitie; (k) obiectivele
comune de securitate in materie de sanatate publica, pentru aspectele definite in prezentul tratat.
competente de sprijinire (articolul 6 din TFUE): UE nu poate sa intervina decat pentru a
sprijini, coordona sau completa actiunea statelor membre.
Uniunea este competenta sa desfasoare actiuni de sprijinire, de coordonare sau completare a
actiunii statelor membre. Prin finalitatea lor europeana, aceste actiuni au urmatoarele domenii:
(a) protectia si imbunatatirea sanatatii umane; (b) industria; (c) cultura; (d) turismul; (e) educatia,
formarea profesionala, tineretul si sportul; (f) protectia civila; (g) cooperarea administrativa.
COMPETENTE SPECIALE
UE are competente speciale in anumite domenii:
coordonarea politicilor economice si de ocupare a fortei de munca (articolul 5 din
TFUE): UE are competenta de a garanta modalitatile acestei coordonari. Astfel, ea
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trebuie sa defineasca orientarile si principiile directoare care sa fie urmate de statele
membre;
PESC (articolul 24 din Tratatul privind UE): UE are o competenta in toate domeniile
legate de PESC. Ea defineste si pune in aplicare aceasta politica, printre altele, prin
intermediul presedintelui Consiliului European si al Inaltului Reprezentant al Uniunii
pentru afaceri externe si politica de securitate, ale caror roluri si statuturi au fost
recunoscute prin Tratatul de la Lisabona. Cu toate acestea, in niciun caz, UE nu poate
adopta acte legislative in acest domeniu. De asemenea, Curtea de Justitie nu are
competenta sa se pronunte in acest domeniu;
„clauza de flexibilitate‖ (articolul 352 din TFUE): aceasta clauza ii permite UE sa
actioneze dincolo de puterea de actiune care ii este atribuita prin tratate, daca obiectivul
de atins impune acest lucru. Totusi, aceasta clauza este incadrata de o procedura stricta si
de anumite restrictii in ceea ce priveste aplicarea sa.
EXERCITAREA COMPETENTELOR
Exercitarea competentelor Uniunii se afla sub incidenta a trei principii fundamentale care sunt
specificate in articolul 5 din Tratatul privind UE. Delimitarea competentelor UE faciliteaza in
mare masura aplicarea adecvata a acestor principii:
principiul atribuirii: Uniunea dispune numai de competente care ii sunt atribuite prin
tratate;
principiul proportionalitatii: exercitarea competentelor UE nu poate depasi ceea ce este
necesar in vederea atingerii obiectivelor tratatelor;
principiul subsidiaritatii: pentru competentele partajate, UE poate interveni numai daca
este in masura sa actioneze in mod mai eficace decat statele membre.
TRANSFERUL DE COMPENTENTE
Repartizarea efectiva a competentelor intre UE si statele membre nu este definitiva. Cu toate
acestea, reducerea sau extinderea competentelor UE este un subiect delicat care impune acordul
tuturor statelor membre si necesita o revizuire a tratatelor.
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COMPETENTE CHEIE PT INVATAREA PE TOT PARCURSUL VIETII
Intr-o societate bazata pe cunoastere, competentele-cheie sub forma de cunostinte, abilitati si
atitudini adecvate fiecarui context au un rol fundamental in cazul fiecarui individ. Acestea
asigura o valoare adaugata pentru piata muncii, coeziunea sociala si cetatenia activa, oferind
flexibilitate si adaptabilitate, satisfactie si motivatie.
Competentele-cheie ar trebui dobandite de catre:
tinerii aflati la sfarsitul perioadei obligatorii de invatamant si formare; competentele-
cheie i-ar pregati pe acestia pentru viata adulta, in special pentru campul muncii,
constituind totodata o baza pentru continuarea invatarii;
adulti pe tot parcursul vietii, printr-un proces de dezvoltare si actualizare a abilitatilor.
Dobandirea competentelor-cheie se incadreaza in principiile de egalitate si acces pentru toti.
Acest cadru de referinta vizeaza, de asemenea, mai ales grupurile dezavantajate al caror potential
educational necesita sprijin. Exemplele de astfel de grupuri includ persoanele cu abilitati de baza
reduse, cele care parasesc scoala de timpuriu, somerii pe termen lung, persoanele cu dizabilitati,
migrantii etc.
Opt competente-cheie
Acest cadru defineste opt competente-cheie si descrie cunostintele, abilitatile si atitudinile
esentiale legate de fiecare dintre acestea. Aceste competente-cheie sunt:
comunicarea in limba materna, care reprezinta capacitatea de a exprima si interpreta
concepte, ganduri, sentimente, fapte si opinii, atat in forma orala, cat si in forma scrisa
(ascultare, vorbire, citire si scriere) si de a interactiona lingvistic intr-un mod adecvat si
creativ intr-o serie completa de contexte culturale si sociale;
comunicarea in limbi straine, care, pe langa dimensiunile principale ale abilitatilor de
comunicare in limba materna, implica si abilitatile de mediere si intelegere interculturala.
Nivelul de cunostinte depinde de mai multi factori si de capacitatea de ascultare, vorbire,
citire si scriere;
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competenta matematica si competente de baza privind stiinta si tehnologia.
Competenta matematica este capacitatea de a dezvolta si a aplica gandirea matematica
pentru rezolvarea diferitor probleme in situatii cotidiene, accentul punandu-se pe proces,
activitate si cunostinte. Competentele de baza privind stiinta si tehnologia se refera la
stapanirea, utilizarea si aplicarea cunostintelor si a metodologiilor de explicare a lumii
inconjuratoare. Acestea implica o intelegere a schimbarilor cauzate de activitatea umana
si a responsabilitatii fiecarui individ in calitate de cetatean;
competenta digitala implica utilizarea cu incredere si in mod critic a tehnologiei din
societatea informationala (TSI) si deci abilitatile de baza privind tehnologia informatiei si
a comunicarii (TIC);
capacitatea de a invata procesul de invatare este legata de invatare, de abilitatea
omului de a-si urmari si organiza propria invatare, fie individual, fie in grupuri, conform
nevoilor proprii, precum si de constientizare a metodelor si a oportunitatilor;
competente sociale si civice. Competentele sociale se refera la competentele personale,
interpersonale si interculturale si toate formele de comportament care permit fiecarei
persoane sa participe in mod eficace si constructiv la viata sociala si profesionala. Aceste
competente sunt legate de bunastarea personala si sociala. Este esentiala intelegerea
codurilor de conduita si a obiceiurilor din diferite medii in care activeaza persoanele.
Competentele civice, in special cunoasterea conceptelor si a structurilor sociale si politice
(democratie, justitie, egalitate, cetatenie si drepturi civile), fac posibila participarea activa
si democratica a oamenilor;
simtul initiativei si al antreprenoriatului reprezinta capacitatea de a transforma ideile
in actiune. Acest simt presupune creativitate, inovatie si asumarea unor riscuri, precum si
capacitatea de a planifica si gestiona proiectele in vederea atingerii obiectivelor. Persoana
este constienta de contextul propriei sale activitati si este capabila sa valorifice
oportunitatile aparute. Acesta este fundamentul pentru achizitia unor abilitati si
cunostinte mai specializate, de care au nevoie cei care instituie sau contribuie la o
activitate sociala sau comerciala. Acest lucru ar trebui sa includa constientizarea valorilor
etice si promovarea bunei guvernari;
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constiinta si expresia culturala, care implica aprecierea importantei expresiei culturale a
ideilor, a experientelor si a emotiilor printr-o serie de canale (muzica, teatru, literatura si
arte vizuale).
Toate aceste competente-cheie sunt interdependente, iar accentul se pune, in fiecare caz, pe
gandirea critica, creativitate, initiativa, rezolvarea problemelor, evaluarea riscurilor, luarea
deciziilor si gestionarea constructiva a sentimentelor.
Un cadru de referinta european pentru tarile Uniunii Europene (UE) si pentru Comisie
Aceste competente-cheie ofera un cadru de referinta in sprijinul eforturilor depuse la nivel
national si european pentru atingerea obiectivelor pe care le definesc. Acest cadru se adreseaza in
primul rand factorilor politici, furnizorilor de servicii de educatie si formare, angajatorilor si
persoanelor care invata.
5.1 Politicile nationale de tineret
Politica pentru tineret este un domeniu de politica nationala. La nivel european, politica pentru
tineret este un domeniu in care deciziile se iau prin procedura legislativa ordinara. O serie de
programe europene promoveaza schimburile de tineri atat in cadrul UE, cat si cu tari terte.
Prevederile europene din domeniul tineretului au aparut la inceputul anilor ‗90, luand forma unor
programe prin care erau sprijinite lucruri precum mobilitatea tinerilor, schimburile de tineri,
cetatenia activa, voluntariatul, participarea. Treptat au aparut si prevederi in domeniul politicii de
tineret, prevederi ce se regasesc intr-o serie de documente si initiative lansate la nivel european,
cum ar fi Cartea Alba, Pactul european pentru tineret, Strategia europeana de tineret. La nivelul
statelor membre ale Uniunii Europene se incearca, prin mecanismele existente, conturarea unei
abordari comune in domeniul tineretului. Fiecare stat membru ramane, insa, responsabil de
realizarea politicii sale in domeniul tineretului, in virtutea principiului subsidiaritatii.
Programe europene de actiune:
1.Strategia UE pentru tineret 2010-2018
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In aprilie 2009, Comisia a prezentat o comunicare intitulata „O strategie a UE pentru tineret -
investitie si mobilizare. O metoda deschisa reinnoita de coordonare pentru abordarea
provocarilor si sanselor tin r tului‖. Noua strategie invita atat statele membre, cat si Comisia ca,
in perioada 2010-2018, sa colaboreze cu privire la tineretul european prin intermediul unei
metode deschise de coordonare reinnoita. Strategia invita toate statele membre sa organizeze un
dialog permanent si periodic cu tinerii. De asemenea, aceasta incurajeaza o politica pentru tineret
intemeiata mai mult pe cercetare si dovezi faptice. In noiembrie 2009, Consiliul Ministrilor
Tineretului a adoptat rezolutia privind un cadru reinnoit pentru cooperarea europeana in
domeniul tineretului pentru urmatorul deceniu. Aceasta se bazeaza pe comunicarea Comisiei din
aprilie 2009. Noua strategie a UE pentru tineret identifica doua obiective generale pentru acest
nou cadru:
crearea unui numar mai mare posibilitati si asigurarea egalitatii de sanse pentru tineri in
domeniul educatiei si pe piata fortei de munca;
cetatenia activa, integrarea sociala si solidaritatea in randul tinerilor.
In cadrul acestor obiective generale, strategia identifica o serie de initiative concrete cu scopul de
a ajuta tinerii sa gestioneze posibilitatile si provocarile existente in educatie si formare, in
ocuparea fortei de munca, in antreprenoriat, sanatate si bunastare, participare, activitatile de
voluntariat, integrarea sociala, creativitate si cultura si tineretul in lume.
2.Programul „Tineretul in actiune”
La data de 15 noiembrie 2006, Parlamentul European si Consiliul au adoptat Decizia nr.
1719/2006/CE de instituire a programului „Tin r tul in tiun ‖ pentru perioada 2007-2013.
Acest document constituie temeiul juridic al programului pe intreaga sa durata. Programul se
adreseaza tinerilor cu varste cuprinse intre 15 si 28 de ani (in unele cazuri, intre 13 si 30 de ani)
si are ca scop inocularea unui spirit civic activ, a unui simt al solidaritatii si tolerantei in randul
tinerilor europeni, de la adolescenta la varsta adulta si angrenarea lor in conturarea viitorului UE.
Programul promoveaza mobilitatea in cadrul si in afara granitelor UE, invatarea informala si
dialogul intercultural si incurajeaza includerea tuturor tinerilor, indiferent de nivelul de studii,
originea sociala si contextul cultural din care provin. Prin intermediul acestui program, tinerii
sunt ajutati sa dobandeasca noi deprinderi, iar acesta le ofera posibilitati de a invata intr-un mod
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neoficial si informal intr-un context cu o dimensiune europeana. S-a acordat o atentie speciala
accesului tinerilor din comunitatile rome, acordandu-i-se prioritate in cursul anilor 2009 si 2010.
Voluntariatul constituie partea centrala a mai multor programe ale UE care promoveaza, in
esenta, mobilitatea voluntarilor, ca de exemplu programul „Tin r tul in tiun ‖ (indeosebi prin
intermediul Serviciului European de Voluntariat), Erasmus+ si programul „Europ pentru
t t ni‖. Se va pune accentul pe finantarea proiectelor care prezinta o dimensiune legata de
voluntariat in cadrul programelor de actiune ale UE precum „Tin r tul in tiun ‖.
3.„Tineretul in miscare”
Tineretul in miscare este un pachet cuprinzator de initiative politice in domeniul educatiei si
ocuparii locurilor de munca in randul tinerilor din Europa. Lansat in 2010, face parte din
strategie Europa 2020. Initiativa urmareste imbunatatirea nivelului de educatie si a sanselor de a
fi angajati ale tinerilor, reducerea ratei ridicate a somajului in randul tinerilor, in conformitate cu
obiectivul mai larg al UE de a ajunge la o rata de ocupare a locurilor de munca de 75% pentru
populatia activa (20-64 ani).
In Romania principalele programe de actiune sunt:
1. Cel mai mare program de combatere a somajului in randul tinerilor este reprezentat de
„Garantia pentru Tineret‖, lansat in luna Aprilie a acestui an de Ministerul Muncii,
Familiei, Protectiei Sociale si Persoanelor Varstnice si Comisia Europeana .
Planul de implementare a Garantiei pentru Tineret a fost pus in aplicare inca de la 1 Ianuarie
2014 si printre masurile de implementare amintim:
• Ucenicie si stagii
Aceste initiative combina ocuparea cu formarea fortei de munca. Se ofera, astfel, tinerilor
posibilitatea de a-si perfectiona abilitatile obtinute in cadrul educatiei initiale si achizitionarea de
noi competente.
• Angajarea tinerilor
Stimularea angajatorilor prin acordarea de subventii. Aceasta masura vizeaza recrutarea tinerilor
absolventi de catre companii, pentru a le oferi un loc de munca. Sumele se acorda pe o perioada
de 12 luni.
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• Stimularea mobilitatii tinerilor
Acordarea primelor de incadrare. Prima de incadrare se acorda tanarului care ocupa un loc de
munca intr-o localitate aflata la o distanta mai mare de 50 km fata de domiciliu, astfel: 1.000
lei/luna se acorda o singura data de la Bugetul Asigurarilor pentru Somaj.
• Stimularea tinerilor pentru initierea de afaceri si crearea de intreprinderi mici si
mijlocii
• Evaluarea gratuita a competentelor obtinute in sistem nonformal si informal
Aceasta masura se refera la recunoaSterea oficiala de catre centrele de evaluare a competentelor
tinerilor dobandite altfel decat in sistemul de educatie sau de formare
Formarea profesionala
• Acordarea de acompaniament personalizat tinerilor cu risc de marginalizare sociala(
tineri cu dizabilitati, tineri de etnie roma sau cei care parasesc sistemul institutionalizat de
crestere a copilului)
• Orientare si consiliere in cariera
Pentru a beneficia de oricare dintre masurile din schema de implementare a Garantiei pentru
Tineret, dupa inregistrarea la Agentia de Ocupare a Fortei de Munca, tinerii vor fi orientati si
consiliati.
Implementarea programului:
Firmele care angajeaza tineri intre 16 si 24 de ani vor primi 200 de euro si 500 de lei lunar pentru
fiecare dintre ei timp de un an. Sunt obligati insa sa ii tina in companie cel putin un an si
jumatate. 470 de milioane de euro bani europeni vor merge catre programul „G r nti Tin rilor‖.
De el ar trebui sa beneficieze sute de mii de tineri care, potrivit programului, vor fi consiliati,
indrumati si in final angajati in sectorul privat. Se vor da bani pentru stagii de ucenicie, stagii de
specializare, pentru prime de mobilitate, prime de instalare si subventii pentru angajatori.
2. Un alt program, la fel de important ca Garantia pentru Tineret este reprezentat de Schema
de ajutor de stat pentru formare profesionala (generala si specifica) denumita
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specific Bani pentru formare profesionala reprezinta o schema de ajutor de stat
finantata POSDRU.
Acest program a avut aplicabilitate in perioada 2009-2013 pentru:
Axa Prioritara 2 „ or l r inv t rii p tot p r ursul vi tii u pi t mun ii‖:
Domeniul Major de Interventie 2.1 „Tr nziti de la scoala la viata tiv ‖;
Domeniul Major de Interventie 2.3 „ s si participare la FP ‖;
Axa Prioritara 3 „ r st r d pt bilit tii lu r torilor si intr prind rilor‖:
Domeniul Major de Interventie 3.2 „Form r si sprijin pentru intreprinderi si angajati
pentru promovarea d pt bilit tii‖.
Obiectivele generale ale acestei scheme erau reprezentate de:
imbunatatirea tranzitiei de la scoala la viata activa;
dezvoltarea capacitatii intreprinderilor de a sprijini cresterea nivelului de calificare al
angajatilor;
cresterea nivelului de calificare al angajatilor;
cresterea nivelului de perfectionare, respectiv specializare al angajatilor;
imbunatatirea accesului si participarii la formare profesionala continua.
Acordarea ajutorului de stat in cadrul acestei scheme s-a realizat conform respectarii prevederilor
Regulamentului (CE) nr.800/2008 al Comisiei din 6 august 2008 pentru declararea anumitor
ajutoare ca fiind compatibile cu piata comuna prin aplicarea articolelor 87 si 88 ale Tratatului
(Regulament general de exceptare pe categorii de ajutoare). Aceasta schema de ajutor de stat este
exceptata de la obligatia de notificare catre Comisia Europeana, in conformitate cu prevederile
Regulamentului (CE) nr.800/2008 al Comisiei din 6 august 2008 pentru declararea anumitor
ajutoare ca fiind compatibile cu piata comuna prin aplicarea articolelor 87 si 88 ale Tratatului
(Regulament general de exceptare pe categorii de ajutoare). Aceasta schema de ajutor de stat s-a
aplicat pe intreg teritoriul Romaniei, in toate cele 8 regiuni de dezvoltare.
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Domeniu de aplicare:
In cadrul acestei scheme de ajutor de stat se acorda sprijin financiar intreprinderilor ce activeaza
in toate sectoarele economice, cu exceptia ajutoarelor care favorizeaza activitatile in domeniul
prelucrarii si comercializarii produselor agricole, in urmatoarele cazuri:
atunci cand valoarea ajutorului este stabilita pe baza pretului sau a cantitatii unor astfel de
produse achizitionate de la producatori primari sau comercializate de catre intreprinderile
in cauza, sau
atunci cand acordarea ajutorului este conditionata de obligatia de a fi directionat, partial
sau integral, catre producatorii primari.
De asemenea, in cadrul prezentei scheme NU se acorda ajutoare:
destinate activitatilor legate de exporturi, adica ajutoarelor direct legate de cantitatile
exportate, de infiintarea si exploatarea unei retele de distributie sau de alte cheltuieli
curente legate de activitatea de export;
conditionate de utilizarea preferentiala a produselor nationale fata de produsele importate.
Programul Schema De Ajutor De Stat a continuat si in 2015, astfel ca pe 24 August 2015 s-a
deschis o noua sesiune de inregistrare a cererilor pentru finantarea investitiilor care promoveaza
dezvoltarea regionala prin crearea de locuri de munca.
Prin intermediul schemei de ajutor de stat se finanteaza o parte din cheltuielile salariale pentru
firmele care creeaza in maximum trei ani de la finalizarea investitiei cel putin zece noi locuri de
munca, din care minimum trei pentru lucratorii defavorizati.
Locurile de munca nou-create trebuie mentinute pentru o perioada minima de 5 ani de la data la
care acestea au fost ocupate prima data in cazul intreprinderilor mari, respectiv 3 ani in cazul
intreprinderilor mici si mijlocii.
Pentru a putea obtine finantarea, in prima faza, solicitantul trebuie sa depuna la Ministerul
Finantelor Publice o cerere de acord pentru finantare, o serie de alte documente care sa ateste
legalitatea afacerii precum si informatii despre investitiile si locurile de munca pe care firma
intentioneaza sa le creeze.
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3. Un alt program finantat POSDRU este schema de ajutor de minimis, denumita
“Bani pentru sanatatea si siguranta salariatilor!”, reprezinta o schema transparenta de
ajutor de minimis finantata din POSDRU si se aplica pentru:
x Priorit r 3 „ r st r d pt bilit tii lu r torilor si intr prind rilor‖:
Domeniul Major de Interventie 3.2 „Form r si sprijin pentru intreprinderi si angajati
pentru promovarea d pt bilit tii‖.
Obiectivul general al acestei scheme il constituie cresterea calitatii angajarii si imbunatatirea
conditiilor de munca prin asigurarea securitatii si protectiei sanatatii la locul de munca,
prevenirea riscurilor profesionale, informarea si instruirea lucratorilor in domeniul sanatatii si
securitatii in munca, precum si asigurarea cadrului organizatoric si a mijloacelor necesare
securitatii si sanatatii in munca. Se asigura astfel o contributie semnificativa la promovarea
initiativelor din domeniul ocuparii, in ceea ce priveste flexibilitatea si securitatea
(flexicuritatea) pe piata muncii, in conformitate cu strategia POSDRU 2007-2013. Acordarea
ajutorului de minimis in cadrul acestei scheme se va face numai cu respectarea prevederilor
privind ajutorul de minimis stipulate in Regulamentul (CE) nr.1998/2006 al Comisiei din 15
decembrie 2006 privind aplicarea articolelor 87 si 88 din tratat ajutoarelor de minimis.
Aceasta schema de ajutor de minimis se aplica pe intreg teritoriul Romaniei, in toate cele 8
regiuni de dezvoltare.
Domeniu de aplicare:
Prezenta schema de minimis NU se aplica pentru:
ajutoarele acordate intreprinderilor care-si desfasoara activitatea in sectoarele
pescuitului si acvaculturii, reglementate de Regulamentul CE nr. 104/2000, publicat
in Jurnalul Oficial al UE nr. L 17/21.01.2000;
ajutoarele acordate intreprinderilor care-si desfasoara activitatea in productia primara
a produselor agricole, astfel cum sunt enumerate in Anexa 1 a Tratatului CE;
ajutoarele acordate intreprinderilor care-si desfasoara activitatea in transformarea si
comercializarea produselor agricole, prevazute in Anexa nr. 1 a Tratatului CE, in
urmatoarele cazuri:
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- atunci cand valoarea ajutorului este stabilita pe baza pretului sau a cantitatii produselor in
cauza achizitionate de la producatorii primari sau introduse pe piata de intreprinderile in
cauza;
- atunci cand ajutorul este conditionat de transferarea lui partiala sau integrala catre
producatori primari.
ajutoarele destinate activitatilor legate de export catre tari terte sau catre state
membre, respectiv ajutoarele legate direct de cantitatile exportate, ajutoarele destinate
infiintarii si functionarii unei retele de distributie sau destinate altor cheltuieli curente
legate de activitatea de export;
ajutoarele subordonate folosirii marfurilor nationale in locul celor importate;
ajutoarele acordate intreprinderilor care isi desfasoara activitatea in sectorul
carbunelui, in sensul Regulamentului CE nr. 1407/2002 privind ajutorul de stat pentru
industria carbunelui, publicat in Jurnalul Oficial al UE nr. L 205/02.08.2002;
ajutoarele pentru achizitia de vehicule de transport rutier de marfuri, acordate
intreprinderilor care efectueaza transport rutier de marfuri in numele tertilor;
ajutoarele acordate intreprinderilor in dificultate asa cum sunt acestea definite in
Liniile directoare comunitare privind ajutorul de stat pentru salvarea si restructurarea
intreprinderilor in dificultate, publicate Jurnalul Oficial al UE nr. C 244/2004.
4. Tot un program POSDRU, care se aseamana cu ajutorul de minimis este „Romania
Start-Up”. Acest program de finantare este combinat cu o schema de minimis potrivit
careia tinerii antreprenori pot obtine pana la 25.000 Euro pentru demararea unei afaceri.
Schema de minimis se aplica pentru intreprinderi create de persoane cu varsta cuprinsa intre 18
si 25 de ani si peste 25 de ani, care doresc sa initieze o activitate independenta, pe baza unui plan
de afaceri in unul din domeniile:
– Turism si ecoturism;
– Textile si pielarie;
– Lemn si mobila;
– Industrii creative;
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– Industria auto si componente;
– Tehnologia informatiilor si comunicatiilor;
– Sanatate si produse farmaceutice;
– Energie si management de mediu;
– Bioeconomie (agricultura, silvicultura), biofarmaceutica si biotehnologii;
– Procesarea alimentelor si a bauturilor.
Organizatiile care au castigat proi t fin nt t prin progr mul „Rom ni St rt-Up‖ u oblig ti
de a selecta cel putin 40 de idei de afaceri pe care sa le propuna pentru a primi o finantare de
maxim 25.000 de euro prin schema de minimis.
Pot beneficia de facilitatile prevazute in prezenta schema, intreprinderile care indeplinesc
urmatoarele conditii:
1. sunt legal constituite in Romania si isi desfasoara activitatea in Romania;
2. nu sunt in stare de insolventa, nu au afacerile administrate de un judecator sindic, nu au nici
o restrictie asupra activitatii comerciale, nu sunt subiectul unor aranjamente intre creditori, sau
nu se afla intr-o alta situatie similara cu cele mentionate anterior, reglementate prin lege
3. nu inregistreaza datorii publice si si-au platit la timp taxele, obligatiile si alte contributii la
bugetul de stat, bugetele speciale si bugetele locale prevazute de legislatia in vigoare;
4. reprezentantul legal al intreprinderii nu a fost supus unei condamnari de tip res judicata in
ultimii 3 ani, de catre nicio instanta de judecata, din motive profesionale sau etic-profesionale;
5. reprezentantul legal al intreprinderii nu a fost condamnat de tip res judicata pentru frauda,
coruptie, implicare in organizatii criminale sau in alte activitati ilegale, in detrimentul intereselor
financiare ale Comunitatii Europene;
6. reprezentantul legal al intreprinderii nu furnizeaza informatii false;
7. este direct responsabila de pregatirea si implementarea proiectului si nu actioneaza ca
intermediar pentru proiectul propus a fi finantat;
8. nu a fost subiectul unui ordin de recuperare in urma unei decizii anterioare a Comisiei
Europene privind declararea unui ajutor de stat ca fiind ilegal si incompatibil cu piata comuna
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sau, in cazul in care a facut obiectul unei astfel de decizii, aceasta a fost deja executata si ajutorul
a fost integral recuperat, inclusiv dobanda de recuperare aferenta;
9. valoarea totala a ajutoarelor de minimis de care a beneficiat intreprinderea unica pe o
perioada de 3 ani consecutivi (2 ani fiscali precedenti si anul fiscal in curs), cumulata cu valoarea
alocarii financiare acordate in conformitate cu prevederile prezentei scheme, nu depaseste
echivalentul in lei a 200.000 Euro (100.000 Euro in cazul intreprinderilor unice care efectueaza
transport de marfuri in contul tertilor sau contra cost).
Aceste plafoane se aplica indiferent de forma ajutorului de minimis sau de obiectivul urmarit si
indiferent daca ajutorul este finantat din surse nationale sau comunitare.
Pentru a putea primi finantare prin subventia care face obiectul schemei de ajutor de minimis,
planurile de afaceri trebuie sa fie anterior selectate pe baza unor criterii transparente stabilite de
beneficiarul unic al finantarii nerambursabile de catre o comisie alcatuita din reprezentanti ai
mediului de afaceri si reprezentanti ai beneficiarului unic al finantarii nerambursabile.
5. Un alt program sustinut de instutiile publice din Romania se numeste Programul de
ocupare a fortei de munca (al A.N.O.F.M. pentru anul 2015)
Acesta vizeaza:a) Cresterea Sanselor de ocupare si valorificarea competentelor profesionale ale
persoanelor in cautarea unui loc de munca pe piata interna a muncii;b) Prevenirea Somajului de
lunga durata;c) Facilitarea tranzitiei de la Somaj la ocupare, care se subscriu obiectivelor
programului Garantie pentru Tineret
6. Proiectul FIRST STEP TO FIRST JOB - programul Progress al COM derulat in
perioda ianuarie –iulie 2013
7. Bursa locurilor de munca pentru absolventi
Angajatorii vor primi subventii pentru incadrarea in munca a tinerilor intre 18 si 35 de ani care
nu au mai avut un loc de munca, si sa ii pastreze cel putin 3 ani, potrivit unui proiect de lege
adoptat tacit de senat marti, 6 octombrie.
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Proiectul de lege prevede acordarea de subventii in suma egala cu salariul de baza minim brut pe
tara garantat in plata iar angajatorii vor fi scutiti de la plata contributiilor de asigurari sociale
datorate, pentru aceste persoane, pe o perioada de 18 luni.
Sumele respective se vor acorda „din bugetul asigurarilor pentru Somaj, angajatorilor care nu
inregistreaza debite provenite din neplata contributiilor so i l ‖, mai arata documentul
mentionat.
Tinerii care pot ocupa locurile de munca subventionate in acest fel trebuie sa aiba varsta cuprinsa
intre 16 si 35 de ani, sa nu fie angajat sau sa nu urmeze un program de educatie sau formare si sa
nu mai fi avut un loc de munca pe o perioada nedeterminata, sau determinata, mai mult de 6 luni
cumulat.
8. Un alt program pentru tineret este proiectul “Tineri mai pregatiti pentru provocarile
pietei muncii - Consiliere profesionala si stagii de practica pentru studenti“
Proiectul isi propune sa sporeasca sansele de incluziune pe piata muncii a unui numar de 5000 de
studenti prin imbinarea activitatilor de consiliere si orientare profesionala propriu-zisa pentru
studenti, cu cele de organizare de stagii de pregatire practica la angajatori.
Prin activitatile de management al carierei pe care le desfasoara proiectul, studentii vor dobandi
o perspectiva mai clara asupra potentialului pietei muncii si vor avea parte de consiliere in
alegerea celor mai bune optiuni profesionale, in acord cu interesele lor si studiile efectuate.
Studentii din grupul sustinut de proiect vor fi monitorizati si dupa incheierea programului de
consiliere si orientare profesionala.
Proiectul va fi implementat printr-un parteneriat intre: Ministerul Tineretului si Sportului
(B n fi i r), Univ rsit t ―Titu M ior s u‖, Ev rlight Solutions, Syn qv , so i ti Tin rii
Uniti, Daiman Public Relations, Agentia Nationala pentru Ocuparea Fortei de Munca, European
Board for Certified Counselors si Asociatia pentru Dezvoltare si Promovare Socio-Economica –
Catalactica.
9. Strategia Nationala pentru Tineret 2014 – 2020 lansat de Ministerul Tineretului si
Sportului in 2013
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Aceasta strategie este documentul programatic la nivelul cel mai inalt care isi propune sa
identifice si sa prioritizeze directiile de actiune, astfel incat sa poata fi constatate evolutii pozitive
in domenii precum: munca si antreprenoriat, cultura si educatie non-formala, sanatate, sport si
recreere, participare si voluntariat.
10. Targul de joburi „Zilele Carierei”
Ministerul Tineretului si Sportului, in parteneriat cu Universitatea Titu Maiorescu si Uniunea
Studentilor din Romania a organizat in perioada aprilie – mai 2015 targul de joburi „Zilele
Carierei”.
Parte a proiectului <Start in cariera – Bune practici europene in consilierea profesionala a
studentilor romani> targul de joburi destinat studentilor si masteranzilor isi propune sa le
prezinte acestora oportunitatile existente pe piata muncii si sa le faciliteze accesul in companii
multinationale si locale de top.
Targul de joburi vizeaza principalele orase ale tarii, startul fiind dat la Bucuresti.
5.2 Programe de Dezvoltare a Tineretului (formale, informale și non-formale)
Competentele-cheie sunt o combinatie specifica de cunostinte, de abilitati si de atitudini adecvate
contextului de care are nevoie fiecare individ pentru implinirea si dezvoltarea personala, pentru
cetatenia activa, pentru incluziune sociala si pentru angajare pe piata muncii Acest fapt este
important in configurarea unui cadru curricular menit sa contribuie la aplicarea cunoasterii de tip
scolar in viata.
Este stiut ca educatia este modalitatea prin care putem deveni mai buni, mai capabili, un element
differentiator. De aceea cand vorbim despre educatie este important sa acoperim toate sferele
acesteia, cum ar fi educatia formala, cea informala si non formala.
Definitiile cele mai cunoscute ale celor trei forme de educatie au fost formulate de Coombs,
Prosser si Ahmed (1973)
Educatia formala este reprezentata de sistemul de educatie, structurat ierarhic si gradat
cronologic, pornind de la scoala primara pân la terminarea universitatii, in luzând, pe lâng
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studiile academice generale, diverse programe specializate de formare (cursuri, activitati de
formare organizate de institutii de inv t mânt).
Educatie informala reprezinta procesul real de invatare de-a lungul vietii, in cadrul caruia
fiecare individ isi formeaza atitudini, isi interiorizeaza sau clarifica anumite valori, dobând st
deprinderi si cunostinte din experienta cotidiana, v lorifi ând influentele si resursele educative
din mediul in care traieste – de la familie si vecini, de la locul de munca sau de joaca, de la piata/
magazin, de la biblioteca sau din mass-media.
Educatie nonformala este orice activitate educationala organizata in afara sistemului formal
existent – fie ca se desfasoara separat sau ca un element important al unei activitati mai largi –
care este menita sa raspunda nevoilor educationale ale unui anumit grup si care are urmareste
obiective de invatare clare.
Distinctiile sunt, dupa cum se poate observa, mai degraba administrative, referindu-se in special
la cadrul in care e presupus a se petrece fiecare tip de educatie. Educatia formala este legata de
scoli sau de institutii care se ocupa de formare si se incheie cu acordarea de diplome si calificari
recunoscute oficial. Educatia nonformala raspunde nevoilor de invatare ale unui grup si se poate
realiza, in cadrul unor seminare, sesiuni de formare, workshop-uri, prin parteneriat intre
facilitatori si participanti, in grupuri/ comunitati sau in cadrul altor organizatii (d ât cele din
sistemul de inv t mânt).
Ne vom referi mai intai la educatia formala in Romania: In prezent rata de participare pentru
toate nivelurile de educatie a populatiei cu varsta intre 15 si 24 de ani este de 55,8%, ceea ce
plaseaza Romania cu 5,2% sub nivelul UE.
In 2012, rata de parasire timpurie a scolii de catre tinerii cu varste intre 18 si 24 de ani era de
17,4%, in scadere nesemnificativa fata de anul anterior, tinta Romaniei pentru 2020 fiind de
11,3%. Acestia au absolvit cel mult gimnaziul si nu participa la nicio forma de educatie sau
formare, fiind expusi riscului de somaj si inactivitate. Astfel, procentul tinerilor care nu se afla
cuprinsi nici in educatie sau formare, nici in ocupare este cu 1/5 mai mare decat cel inregistrat la
nivel european. Mai mult de un tanar din cinci paraseste timpuriu invatamantul in regiunile
Nord-Est si Sud-Muntenia. Ratele cele mai ridicate de abandon scolar, de peste 2% , se
inregistreaza la clasele de inceput ale ciclurilor de scolarizare din ciclul obligatoriu, in ceilalti ani
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de studiu abandonul fiind ceva mai scazut. Principalul obstacol al continuarii studiilor il
reprezinta, in perceptia tinerilor, cheltuielile prea mari cu scolarizarea (54%), urmat de lipsa de
apreciere a educatiei de catre tineri (17%), 1 tanar din 10 indicand ca obstacole lipsa de sustinere
din partea familiei si faptul ca tinerii sunt nevoiti sa-si castige existenta si sa munceasca.In anul
scolar 2010/ 2011, rata de trecere spre invatamantul liceal a crescut la 93% fata de 67,8% in
2008/2009, crestere care poate fi asociata cu desfiintarea scolilor de Arte si Meserii si preluarii
de catre invatamantul liceal a locurilor alocate acestor scoli. In ultimii 3 ani se constata o scadere
abrupta a ratei de promovabilitate a bacalaureatului. Ponderea absolventilor de invatamant tertiar
in totalul populatiei cu varste intre 30 si 34 ani era de 21,8% in 2012 mult sub media UE
(35.8%); tinta asumata de Romania in contextul Strategiei Europa 2020 este de 26,7%. A avut
loc o crestere de la 13,3% in 2007. De asemenea, pentru grupa de varsta 25-29 ani se
inregistreaza o valoare mai scazuta comparativ cu media europeana de absolvire a
invatamantului secundar superior si invatamantului de nivel superior. Rezultatele obtinute la
testele standard PISA situeaza Romania printre tarile cu performante scazute in cele trei domenii
de analiza: citire/lectura matematica; stiinte, situatie evidentiata si de EU Youth Report. Tinerii
estimeaza ca cele mai problematice aspecte ale sistemului de invatamant sunt insuficienta
aplicatiilor practice (69% ) si insuficienta sau absenta activitatilor derulate in afara scolii (67%).
In 2011, doar 1,6% din totalul populatiei active a participat la programele de invatare pe tot
parcursul vietii fata de 8,9% in UE. In Romania, conceptul de educatie continua nu este inca
asimilat. In 2011, media UE de participare la educatie pentru intervalul de varsta 25-34 era de
15% in timp ce in Romania era 4,1%. Procentul angajatilor tinerilor cu varste intre 15 si 24 de
ani care participau la o forma de educatie formala sau nonformala a fost in 2011 de 2,1%, mai
mic cu 11,4 puncte procentuale decat media europeana. In mediul rural, exista un deficit de
prestatori de programe vocationale, proiectele POS DRU punctuale fiind printre putinele
oportunitati in acest sens. Doar 10% dintre tinerii romani au efectuat stagii de pregatire
educationala formala sau nonformala in afara granitelor tarii, un procent scazut in context
european, media fiind de 14%, in timp ce in 10 tari UE se inregistreaza valori peste 20%. Doar 1
din 5 intreprinderi economice asigurau instruire pentru personalul lor in 2011, cu aproximativ
10% mai putin decat in 2005.
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Romania se incadreaza in grupa tarilor europene cu cel mai scazut nivel de implicare in
activitatile voluntare (alaturi de Grecia, Italia, Ungaria, Polonia si Suedia), mai putin de un tanar
din cinci deruland astfel de activitati. 29% dintre tineri declara ca ar fi dispusi sa participe ca
voluntari intr-o organizatie neguvernamentala, precum o asociatie sau o fundatie. Majoritatea
dau un raspuns negativ (53%), iar altii nu sunt hotarati daca ar fi dispusi sa faca acest lucru
(16%). Aproape 4 tineri din 5 nu cunosc niciun ONG activ in localitatea proprie in timp ce 5%
fac parte dintr-un ONG.
Totusi, in ultimii ani tinerii au fost informati cu privire la organizatiile din care pot face parte,
astfel acestora acordandu-li-se sanse de a fi membri ai ONG-urilor studentesti si de voluntariat.
S-a lucrat foarte mult la procesul de integrare a studentilor in cadrul organizatiilor, atfel acest
process sa fie prompt si eficient. De asemenea, exista rapoarte care arata ca jumatate din tineri
sunt membri ai organizatiilor studentesti si ca unul din patru a luat parte la activitati de
voluntariat.
Cei mai multi tineri cred ca principala masura care ar trebui intreprinsa pentru incurajarea
participarii tinerilor la activitati de voluntariat ar fi cea de informare a tinerilor privind
posibilitatile de participare (aproape jumatate dintre tineri). Majoritatea tinerilor nu sunt
interesati deloc sau sunt interesati in mica masura de viata politica. Cel mai putin interes este
atras de politica la nivel european, urmata de cea la nivel local si national (ponderea tinerilor
neinteresati sau putin interesati este de peste 60% in toate cele 3 cazuri). Totusi, deciziiile
concrete luate de autoritatile centrale suscita mai mult interes, mai mult de jumatate dintre tineri
declarandu-se interesati de acestea. Pentru tinerii cu studii de nivel tertiar voluntariatul poate fi
valorizat numai in conditiile in care experienta acumulata de acestia pe durata desfasurarii
activitatilor de voluntariat, le poate asigura un avantaj competitiv pe care il poate valoriza pe
durata activa de munca. Simpla legiferare a voluntariatului nu reprezinta decat conditia necesara
dar nu si suficienta de impunere in Romania, fiind necesara realizarea unor conexiuni de
valorizare si valorificare a experientei dobandite de cei care sunt implicati in acest fenomen
social. De aceea, trebuie facuta o metodologie de evaluare a voluntariatului atat la nivelul
individului cat si la nivelul societatii pentru a se putea identifica variabilele intrinseci de
performanta a procesului.
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Educatia nonformala, datorita faptului ca este subiectiv definita este tratata diferit de statele
lumii, dar si in interiorul continentului european. In Români sarcina de implementare a acestui
tip de invatare apartine Fundatiei pentru Dezvoltarea Societatii Civile (FDSC) si Ministerului
Educatiei, Cercetarii Tineretului si Sportului (ANPODESP), care promoveaza de âtiv ani
ât v programe creative si foarte specifice.
Printre caracteristicile acestui tip de educatie, adaptabilitatea este una dintre cele mai importante.
Prin programul Tineret in Actiune, ANPCDEFP initia inca din anul 2009 Laboratorul de educatie
nonformala. S-au adus in acelasi loc persoane care au experienta in implementarea unor metode
de invatare, pe de o parte, si ONG-urile sau alte institutii care sunt implicate in educatie si vor sa
preia noi metode de invatare, pe de alta parte.
Tineret in Actiune este programul Uniunii Europene care sustine activitatile de invatare
nonformala pentru tineri, prin finantarea de proiecte cu fonduri europene. Programul vizeaza
promovarea cetateniei active in rândul tinerilor, dezvoltarea solidaritatii si tolerantei, sprijinirea
intelegerii reciproce intre tinerii din diferite tari din Europa, promovarea cooperarii europene si
contributia la imbunatatirea calitatii sistemelor de sustinere a activitatilor de tineret.
Programul Tineret in actiune a cuprins mai multe tipuri de module care promova comunicarea
intre tineri si implicit dezvoltarea derularii de proiecte care sa stimuleze includerea acestora in
societatea civila. Printre cele mai importante actiuni putem enumera:
Schimburi de tineri-Ce inseamna un proiect de schimburi? E vorba despre intâlnir mai
multor tineri din diferite tari, care au o idee de proiect si vor sa o puna in practica
impreuna.
Initiative ale tinerilor- Prin actiunile lor, initiativele determina un numar considerabil de
tineri sa devina activi in viata lor de zi cu zi si sa vorbeasca despre nevoile si interesele
lor la nivel local, dar de asemenea pe teme de interes european.
Proiecte pentru democratie participative- sustin participarea activa a tinerilor la viata
democratica, dezvolta dialogul intre autoritatile publice si tineri, faciliteaza intelegerea
procesului legislativ in rândul tinerilor, promoveaza concepte si tehnici inovative de
implicare si participare, creeaza structuri si strategii in domeniul politicilor de tineret,
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promoveaza cetatenia europeana activa si constientizarea de catre tineri a rolului lor
major in conturarea viitorului Europei.
Serviciul European de Voluntariat este o modalitate prin care tinerii ca tine pot desfasura
activitati de voluntariat intr-o alta tara. Serviciul European de Voluntariat promoveaza
solidaritatea intre tineri si este un adevarat „s rvi iu de inv t r ‖.
Un alt program de invatare nonformala, sau invatare pe tot parcursul vietii este Programul de
actiune comunitara in domeniul invatarii pe tot parcursul vietii (LLP) are drept scop sa
contribuie la dezvoltarea Uniunii Europene ca societate a cunoasterii avansate, caracterizate
printr-o dezvoltare economica durabila, locuri de munca mai numeroase si mai bune si coeziune
sociala crescuta. In mod deosebit, programul urmareste sa incurajeze schimburile, cooperarea si
mobilitatea intre institutiile si sistemele educationale din Uniunea Europeana pentru ca acestea sa
devina elemente de referinta la nivel mondial. Totodata, programul vizeaza modernizarea si
adaptarea sistemelor de inv t mânt si formare profesionala din tarile participante, cu precadere
in contextul obiectivelor agendei Lisabona, adu ând valoare adaugata europeana direct
cetatenilor care participa la actiunile sale de mobilitate si la alte actiuni de cooperare.
Erasmus este programul comunitar pentru mobilitate si cooperare in inv t mântul superior din
intreaga Europa. Diferitele sale actiuni se adreseaza nu numai studentilor care doresc sa studieze
si sa lucreze in strainatate, ci si profesorilor universitari si personalului din intreprinderi care
intentioneaza sa predea in universitati, precum si personalului din inv t mântul superior dornic
sa se instruiasca in strainatate.
Se incearca si o abordare institutionala a educatiei nonformale astfel ca in institutiile de
invatamant, scoli si licee se deruleaza un program denumit ―S o l ltf l‖ care are ca scop
dezvoltarea de parteneriate intre scolile din Romania pentru derularea unor activitati de
dezvoltarea a tinerilor.
Un alt instrument care sustine invatarea pe tot parcursul vietii este reprezentat de certificatele
Europass si Youthpass care faciliteaza accesul oricarei persoane la programe de educatie/formare
sau pe piata muncii, indifferent de varsta, nivel de educatie sau domeniu de activitate.
Documentele Europass si Youthpass reprezinta instrumente de prezentare si organizare a
propriului parcurs de dezvoltare si formare, din perspectiva invatarii pe tot parcursul vietii.
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Europass este un portofoliu personal de documente pe care orice persoana il poate crea si folosi
pentru prezentarea competentelor si calificarilor sale, in vederea identificarii si recunoasterii
acestora in spatiul european si a facilitarii accesului pe piata muncii sau a accesului la programe
de educatie si formare profesionala.
Certificatul Youthpass este un document de recunoastere a activitatilor de formare si a
competentelor dezvoltate in cadrul Programului "Tineret in Actiune" (TiA).
Educatia informala se refera la experientele zilnice ce nu sunt planificate sau organizate si
conduc catre o invatare informala. Cand aceste ‖ xp rint sunt interpretate de catre cei mai in
varsta sau de catre membrii comunitatii ele se constituie in educatie inform l .‖ Educatia
informala este procesul care se intinde pe toata durata vietii, prin care individul dobandeste
informatii, ii formeaza priceperi si deprinderi, isi structureaza convingerile si atitudinile, se
dezvolta, prin intermediul experientelor cotidiene.
Putem retine ca este un proces care ajuta oamenii sa invete; este impredictibila (se poate
intâmpl ori ând si oriunde, fara sa stim spre ce poate duce); se bazeaza pe reactiile noastre la
situatii sau experiente diverse; implica explorarea si largirea experientelor; se realizeaza in
principal prin conversatie, ca mijloc de impartasire si confruntare a ideilor; stimuleaza
autoevaluarea si reflectia asupra propriului mod de a invata.
Ca si activitati de invatare informala putem exemplifica:
Invatare predata
Antrenare / tutoriat informal
Vizite dirijate
Invatare non-predata
Autoinvatare
Grup de invatare
Practica
Vizite non-dirijate
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Programele de mobilitate pentru studenti si cadre didactice (Socrates, Comenius), pentru
formatori (Leonardo, Grundtvig), precum si schimburile de experienta realizate intre institutii si
experti din Români si din alte tari, au sustinut si incurajat dezvoltarile metodologice din cadrul
practicilor educationale scolare, tematicile fiind relevante pentru invatarea permanent.
Alte arii de continut acoperite prin oferte de formare pentru abordari conjugate intre educatia
formala si educatie nonformala din cadrul programelor comunitare au fost: educatia
consumatorului, turism, industrie, economie, violenta in scoala, integrarea sociala, cetatenie
europeana - identitate regionala, TIC, interculturalitate, stiinta / tehnologie, educatie pentru
sanatate, educatia pentru protectia mediului, media-comunicare, teatru, muzica, dans, meserii-
profesii, mostenire culturala, istorietraditii.
Prin cele enumerate in acest capitol se observa ca granitele dintre cele 3 tipuri de educatie
(formala, nonformala si informala) sunt greu de trasat, existand si suprapuneri.
6. Importanta consilierii, educatiei si orientarii profesionale in randul tinerilor
Perioada studentiei, pe langa tumultul vietii de tanar cu energie si pofta de ditractie,
aduce si o perioada anxioasa, o perioada care vine cu griji si intrebari ce vizeaza cariera si traseul
professional. De aici apare o nevoie stringenta de de consiliere adaptata fiecarui individ in parte.
onform lui R.W. Strowig ― onsili r ins mn mult lu ruri. E st o t hni d
informare si evaluare. Ea este un mijloc de a modifica comportamentul. Ea este o experienta de
comunicare. Dar mai mult decat atat, ea este o cautare in comun a sensului in viata omului, cu
dezvolatarea dragostei ca element esential concomitent cu cautarea si consecintele ei. Pentru
mine, restul este lipsit de importanta, daca nu exista actiunea de cautare a sensului vietii. Intr-
adevar aceasta cautare este insasi viata, iar consilierea este numai o intensificare speciala a
st i ut ri.‖
Particularizat, consilierea educationala si vocationala este un tip de asistenta acordata pe
termen scurt, in special tinerilor si are ca scop pregatirea acestora in a depasi barierele de
adaptare referitoare la perceptia despre accesarea unui loc de munca. In termeni de specialitate,
onsili r ri r i r pr zint „pro sul d omp tibiliz r m xim intr r surs l , rint l ,
aspiratiile sau interesele personale ale unui individ si oferta reala din domeniul educatiei,
formarii si integrarii socioprofesionale. (Stiintele educatiei. Dictionar enciclopedic, p 211)
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Consilierea si orientarea educationala fac parte si din propunerile si angajamentul
Ministerului Educatiei Nationale fata de integrarea europeana, ca element esential in
restructurarea sistemului educativ. In acest sens, Ministerul Educatiei Nationale si Ministerul
Tineretului si Sportului, au derulat in ultimii 3 ani mai multe proiecte POSDRU, in parteneriat
cu diverse institutii de invatamant si/sau cu institutii din mediul privat .
Totusi, se face simtita lipsa unui cadru teoretic coerent si a unei perspective globale care
sa reuneasca aspectele sociologice, pedagogice, psihologice si manageriale privind consilierea
carierei.
Un punct de plecare in construirea unui fundament teoretic al importantei consilierii
educationale si profesionale este modelul pesonalitatii elaborate de C. Rogers. Are la baza
implinir prin tu liz r pot nti lit tilor. Intr g t ori s b z z p ―fort vi tii‖ p r o
d num st ―t ndint l tu lizi r ‖ si r st motiv ti intrins pr z nt in ori form d
viata, motivatie care ajuta la dezvoltarea potentialului pana la cel mai inalt nivel posibil. Eul se
defineste in aceasta ipostaza ca o structura constienta si sociala.
Avand ca punct de plecare acasta teorie, nevoia implinirii profesionale si alegerea drumului
corect in urmarea unei cariere sau a unui plan de invatamant potrivit personalitatii fiecarui
individ, poate fi vazuta ca o forta a vietii.
De-a lungul vremii s- u d zvolt t o s ri d t orii r d fin s on ptul d „ ri r ‖. D
facem referire la teoriile autohtone, este necesar sa amintim faptul ca o cariera reprezinta o
„su siun d prof sii, ind l tni iri si pozitii p r l r o p rson l in d ursul p rio d i
active pe piata, inclusiv functiile pre-vocationala (cum sunt cele de elevi/studenti, care se
pregatesc pentru viata activa si post-vocationale (pensionarii care pot avea rol de suplinitori,
ol bor tori t )‖ (Butn ru, D. 1999). Urm to r l t orii s on ntr z p sp t sp ifi l
carierei, insa e important sa fie mentionate pentru ca impreuna ofera o imagine completa, de
ansamblu a acestui concept.
M. S vi k s sustin indvidul isi onstrui st ri r prin „impun r un i s mnifi tii
asupra comportamentului sau vocational si asupra experientelor ocupationale. J.Krumboltz
defineste generalizarile pe care indivizii le fac despre sine, generalizari autoobservate. Acestea
vizeaza atitudinile, obisnuintele legate de munca, valor, ineterese, nivelul abilitatilor. Ele sunt un
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rezultat al invatarii. Lent, Brown si Hackett promoveaza conceptele de autoeficacitate, expectatie
si scopuri personale.
In urma cercetarilor sociologice efectuate in ultimii 2 ani, s-a demonstrat ca peste 55%
din tineri considera ca cel mai important rol in consilierea educationala si profesionala, este
reprezentat de familie si scoala. Explicatia pishologica a acestei tendinte de raspuns este ca
mediul familial este cel mai securizat cadru al fiecarui copil. Influenta familiei se dezvolta de
timpuriu si ramane permanenta. Pe langa aspectele benefice ale dezvoltarii normale, in familie,
exista si cateva aspecte negative. Parintii tind sa-si cunoasca fals copii, mai exact le amplifica
competentele, ii supraestimeaza in legatura cu capacacitatile lor de a rezolva anumite cerinte. Pe
langa asta, parintii le pot impune copiilor anumite trasee educationale, in functie de statutul lor
social si in functie de pregatirea lor profesionala. Totodata, adultii care sunt frustrati pentru ca nu
au reusit dintr-un motiv sau altul sa isi construiasca o cariera in directia dorita, le transfera
copiilor nemultumirile lor profesionale si ii indeama sa acceseze ariile de care ei sunt interesati,
fara sa tina cont de dorintele si pasiunile copiilor sai.
Primul contact cu orientarea profesionala se realizeaza in scoala. Prin ariile curriculare si
prin programele educationale specifice fiecarei unitati de invatamant, elevilor li se imprima o
anumita directie perofesionala. Acest lucru este total insuficient, mai ales ca modelele
comportamentale ale profesorilor tind sa se impuna, afectand foarte mult dezvoltarea psiho-
sociala a tinerilor. De cele mai multe ori, in momentul absolvirii ciclului liceal, tinerii au
identitatea destul de bine conturata, dar sunt in cautarea formarii sinelui social. Un program de
consiliere ii poate ajuta sa-si constientizeze unicitatea si sa si-o modeleze in functie de
trebuintele sale.
Un procent de aproximativ 16% considera ca Mass-Media au un rol fundamental in
dezvoltarea lor, deoarece fiecare dintre respondeti isi dorea sa ajunga o persoana de success, iar
modelele prezentate in media romaneasca se pliaza perfect pe asteptarile lor.
Doar 10% dintre elevi considerau ca programele de consiliere profesionala si
educationala sunt cu adevarat importante in dezvoltarea lor profesionala. Acest lucru ne
deomnstreaza faptul ca tinerii au nevoie de programe de acest tip pentru a reusi in viitor.
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Multe persoane doresc o perspectiva mai pragmatica asupra consilierii, iar o discutie cu un
observator nu le satisface asteptarile. Din acest motiv s-au dezvoltat noi modalitati de consiliere
in careiera.
Aceste noi abordari le ofera tinerilor o perspectiva mai realista adaptata nevoilor si
mijloacelor de care beneficiaza.
Adolescentul traieste si se dezvolta in functie de anumite trebuinte. Acestea sunt sociale,
nevoia de a fi integrat in grupe de lucru, nevoia de a interactiona, de a comunica, de a coopera
etc, cat si personale: necesitatea de a practica ceea ce ii place, de a se dezvolta emotional si
profesional. In functie nevoile caracteristice fiecarui individ se definesc roluri diferite in
societate. Fiecare tanar in parte trebuie privit individual, chiar daca are lucruri in comun cu
ceilalti de varsta sa. Doar intelegandu-si caractereristicile care il diferentiaza poate performa un
anumit rol pe scena sociala.
Beneficiile incadrajului tinerilor intr-un program de consiliere sunt diverse. In primul
rand, ii vor ajuta sa-si descopere mai usor interesele, calitatile, oportunitatile, aptitudinile si
preferintele. In al doilea rand, ajuta la cresterea gradului de a lua decizii, de a-si planifica si de a-
si pune in practica actiunile, de a descoperi metodele de utilizare a timpului liber intr-un mod
eficient si nu in ultimul rand, ii va ajuta sa caute si sa decopere locuri de munca.
•Cursuri
•Workshop-uri
Modalitati care implica pregatirea pt. contactele cu
piata muncii
•Vizite
•Targuri de job-uri
•Voluntariat
•Training
•Internship
•Practica
Modalitati care implica contacte directe cu piata
muncii
•Coaching
•Mentorat
•Consiliere asistata de calcultor Alte modalitati
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La nivel psihologic, participarea intr-un program de orientare educationala si
profesionala, ajuta tinerii sa se autointeleaga. Pe de o parte, vor fi mai constineti de puterea de
decizie si de capacitatea de a alege ce li se potriveste, iar pe de alta parte, intelegandu-se pe sine,
vor reusi sa-si defineasca locul in societate, sa ii inteleaga mecanismele de functionare, sa
descopere factorii care au un rol activ in planificarea de viitor.
Asa um m ntion John Holl nd ―Alegerea vocatiei reprezinta exprimarea
personalitatii‖, l g r unui progr m d indrum r , r pr zint xprim r unui viitor ng j t
responsabil, exteriorizarea dorintei de a anihila ratacirea pe drumuri profesionale nepotrivite
tipului sau de personalitate si pregatire profesionala.
Edward Tolman introduc on ptul d h rt ognitiv s u „h rt m nt l ‖, v nd in
v d r modul d r pr z nt r si d stru tur r ognitiv individului. H rt m nt l ‖
r spr zint un „mod l m n t l onst nd in m ni r p rson l individului d s pozition in
raport cu ansamblul de factori ai carierei ( motivatii, valori, plan de cariera, luarea deciziilor,
balanta aspiratii-asteptari, nevoi de formare) care delimiteaza un profil stabil, indecis sau
instabil.
Pornind de la acest profil, orice persoana abilitata poate propune un traseu recuperator,
eficient.
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Consilierea carierei in Uniunea Europeana
Politicile de consiliere a carierei adoptate si dezvoltate de Uniunea Europeana vizeaza trei
directii:
1. Orientarea permanenta (lifelong guidance), adiacenta invatarii permanente (lifelong
learning) – proces continuu ce incepe in scoala si se dezvolta pe tot parcursul vietii adulte
si profesionale. Aici sunte mentionate 8 competente cheie pe care trebuie sa le
dobandeasca un adult pentru a se integra pe piata europeana a muncii:
Comunicarea in limba romana;
Comunicarea in limbi straine;
Competente matematice de baza in stiinte si tehnologie;
Profilul stabil
• Motivatie intrinseca;
• Valori pro-munca;
• Plan de cariera bine stabilit, flexibil;
• Luarea deciziilor analizand implicatiile alegerii facute;confortabil cu alegerea facuta;
• Balanta aspiratii-asteptari: perceptie buna de sine a pietei muncii, capabil sa treaca peste obstacolele sociale;
• Nevoi de formare si capacitate de analiza a acestora
Profilul indecis
• Motivatie extrinseca;
• Alte valori decat cele orientate spre munca;
• Plan de cariera stabilit in linii mari;
• Luarea deciziilor - inconfortabil pentru ca nu a luat inca nicio decizie
• Balanta aspiratii-asteptari: perceptie nerealista fata de sine si fata de piata muncii, incapabil sa treaca peste obstacole sociale, suport scazut din partea prietenilor si familiei
• Nevoia de formare: incapacitatea de analiza a acesteia.
Profilul instabil
• Motivatie extrinseca;
• Alte valori decat cele orientate spre munca;
• Lipsa unui plan de cariera;
• Luarea deciziilor: confortabil, chiar daca nu a luat inca nicio decizie;
• Balanta aspiratii-asteptari: perceptie nerealista fata de sine si fata de piata muncii, incapabil sa treaca peste obstacole sociale, suport scazut din partea prietenilor si familiei.
• Nevoia de formare: incapacitatea de analiza a acesteia.
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Competente digitale, de utilizare a calculatorului
Competenta de a invata sa inveti;
Competente sociale si civice;
Spirit antreprenorial si de initiativa;
Constientizare culturala si expresiva.
2. Un model profesional mai deschis ce permite o gama larga de interventii ce intaresc rolul
retelelor de sprijin.
3. Accentuarea rolului individului ca agent activ si nu ca receptor pasiv al serviciilor de
consiliere si orientare.
Aceste directii constituie prioritati ce sunt subliniate prin diferite initiative si programe
comunitare. Desi nu exista un program comunitar care sa se adreseze direct consilierilor in
ri r , st dom niu st int gr t in progr m pr um „So r t s‖ ( du ti ), L on rdo d
Vinci ( formare profesionala) si asimilat unor obiective mai largi – educatia permanenta.
Initiativele corespund unor nevoi reale mai accentuate in tarile in curs de aderare, care inca
nu au un sistem de orientare si consiliere profesionala bine dezvoltat.
Progr mul d du ti „So r t s‖ st stru tur t in 9 tiuni: om nius, Er smus,
Grundtving, Lingua, Minerva, Tehnologii in Educatie, Observatie si Inovare, Actiuni
Comune, Masuri Insotitoare. Grundtving sprijina proiecte de cooperare europeana, in care
una dintre temele cheie este dezvoltarea serviciilor de informare, consiliere si orientare
pentru adulti si/ sau furnizori de educatie pentru adulti.
Rolul centrelor de consiliere in careira din universitate este foarte important in faa de
planficare a carierei. Planificarea careierei este strans legata de planificarea pietei muncii.
Reteaua FEDORA – European Forme for Student Guidance a fost infiintata in 1988, in
Dephi (Grecia) si cuprinde grupe de consilieri pe probleme studentesti, profesori universitari
si administratii interesate de probleme europene. Aceasta retea raspunde la nevoile de
expertiza tot mai accentuata de consiliere pentru studentesti in vederea accesului la mobilitati
internationale pentru educatie si pentru integrarea absolventilor pe piata europeana a fortei de
munca.
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FEDORA lucreaza in cooperare cu UNESCO, Consiliul European si ESIB- Asociatia
Sindicatelor studentesti in tarile europene, in vederea dezvoltarii de strandarde de calitate
privin consilierea studentilor si absolventilor de invatamant superior.
Practicienii in domeniul consilierii pot beneficia de sprijin din partea FEDORA in
urmatoarele domenii:
Informatia educatiei si consilierii;
Consolidarea carierei si informatiei despre serviciile europene de recrutare a fortei
de munca;
Informatia educatiei si consilierei pentru studentii cu dizabilitati.
Consiliere psihologica.
FEDORA opereaza cu patru grupuri de lucru:
1. Career Guidance & Enemployment - grupe de lucru pentru orientarea carierei si ocuparii.
2. Educational Guidance & Counseling – grupe de lucru pentru orientate scolara si
consiliere.
3. Inclusion/ Equal Opportunities: grupe de lucru pentru incluziune/oportunitati egale.
4. PSYCHE- Psychological Counseling in HE) – grupe de lucru pentru consiliere
psihologica in Invatamantul Superior.
Concluzionand, activitatile de orientare si consiliere sunt percepute ca fiind slab promovate,
cu frecventa redusa, iar comunicarea trebuie sa fie imbunatatita.
Studiile anterioare ar putea scoate in evidenta acele cauze care determina o utilizare
insuficienta a resurselor intermediate de infrastructura si capital institutional, in contextul crearii
unei retele de parteneriate functionale care sa vina in sprijinul viitorilor absolventi.
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7. Prioritati pentru perioada 2015-2020
Aceasta perioada de 5 ani intre anii 2015 si 2020, reprezinta o punte de mare legatura intre
dezvoltarea tinerilor, precum si paleta larga de prioritati pe care acestia le pot intalni.
Aceste prioritati ale tinerilor trebuie sa depaseasca stereotipurile legate de statutul lor socio-
economic, dar trebuie sa se depaseasca, de asemenea, si discriminarile, diferentele de clase
sociale etc. In zilele noastre, sunt marginalizati de cele mai multe ori, tinerii care provin din zone
dezavantajate, care au familii modeste si care nu au trai de nivel inalt precum al celor crescuti in
mediul urban, de exemplu.
Astfel, pentru anii 2015-2020 se asteapta ca tinerii din orice clasa sociala sa fie implicati in cat
mai multe activitati de voluntariat, sa fie initiate propuneri de proiect care au ca obiectiv
principal protectia mediului inconjurator; propuneri de proiect care au ca obiectiv principal
implicarea tinerilor cu dizabilitati; propuneri de proiect care urmeaza sa se desfasoare in mediul
rural si avand ca obiectiv principal implicarea tinerilor din mediul rural; propuneri de proiect
care au ca obiectiv principal activitati ce se adreseaza minoritatii rrome; propuneri de proiect
care dezvolta abilitati necesare pentru angajare si abilitati de antreprenoriat.
Prioritatile care vizeaza tinerii trebuie sa porneasca, in primul rand de la ONG-urile studentesti,
care au ca principal obiectiv implicarea tinerilor din toate sectoarelor de activitate, dar si oferirea
oportunitatilor de antreprenoriat, voluntariat, dar si implicarea acestor tineri in activitati sociale,
de protectie a mediului inconjurator etc.
Pana in anii 2020, se asteapta ca tinerii sa aiba acces la cat mai multe programe de voluntariat, ca
acestia sa poata accesa o bursa de studiu in strainatate mult mai usor, ba chiar sa se ofere o suma
mai mare de bani in ceea ce priveste bursa cu care se poate pleca la studii in afara tarii. Se spera
ca aceasta perioada pana in 2020 sa aduca beneficii in planul tinerilor, ca ei sa fie tot mai
motivati si implicati pe plan profesional.
7.1 Modalitati de lupta impotriva somajului in Romania
Somajul este un fenomen social contemporan,fiind o urmare a confruntarii dintre cererea si
oferta de munca. Cuvantul ―somaj‖ s po t tr du dir t prin ―inv tivit t ―. Obstacolele care
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stau in fata unei bune intersectii dintre cerere si oferta sunt: pe de o parte,salariul minim
impus,adica impiedica intrarea pe piata a locurilor de munca,care ii obliga pe oameni sa ramana
someri.Cresterea salariului real minim impus peste pretul mic al ofertei are si el ca efect cresterea
somajului. Pe de alta parte, limitarea numarului de angajatori devine o bariera pe piata muncii,
pentru ca legislatia muncii nu permite persoanelor fizice sa devina angajatori.
Somerii reprezinta un grup de persoane ce fac parte din populatia activa a unei tari ,adica toate
persoanele cu varsta egala sau peste 15 ani . Pe langa acestea, mai sunt incluse si persoanele fara
loc de munca,disponibile sa lucreze, persoanele care asteapta sa fie rechemate la lucru sau care
urmeaza sa inceapa,dar si persoanele care fac parte din populatia inactiva ( elevi,studenti ) .
Somajul poate fi clasificat in functie de caracterul sau ( voluntar si involuntar), de natura si cauza
( conjunctural,frictional,structural ) si de raportul cerere-oferta (clasic,ciclic,sezonier).
Aparitia si accentuarea somajului au o multitudine de cauze obiective,cat si subiective . In
conditiile unei productivitati a muncii ridicate,ritmul de crestere economica nu mai este capabil
sa ofere noi locuri de munca,astfel piata muncii sa fie pe deplin ocupata.
Exista si cauze de ordin subiectiv,cum ar fi conduita retinuta a agentilor economici de a angaja
tineri,fie datorita lipsei de experienta,fie imposibilitatii lor de a se incadra ordinii muncii . In
randul tinerilor,somajul apare datorita faptului ca acestia isi cauta locuri de munca platite cu un
salariu mai mare,fapt ce devine o bariera in integrarea lor activa.
Progresul tehnic determina gradul de ocupare a populatiei in functie de durata:
a) pe termen scurt, provocand reducerea locurilor de munca,datorita mecanizarii, automatizarii,
robotizarii
b) pe termen lung, provocand largirea numarului de locuri de munca,fapt demonstrat de tarile
dezvoltate. In conformitate cu acestea, inlocuirea omului de catre masina se extinde si in
domeniul serviciilor,fiind insotita si de un proces invers,de creare de noi locuri de munca pentru
a concepe si aplica progresul tehnic.
Criza economica este caracterizata prin amanari si scaderi ale activitatilor economice,sporind
astfel numarul de someri,integritatea lor fiind la un nivel scazut. Conform unui sondaj al Pew
Research,41% dintre persoanele intervievate sunt de parere ca tinerii sunt cel mai grav afectati de
85
criza economica. Majoritatea isi iau un loc de munca pentru a-si plati facturile, unii aleg sa-si
continue studiile,iar altii sustin ca au facut voluntariat pentru a castiga experienta. In Romania,
criza economica de lunga durata a produs un somaj de mari proportii.
O alta cauza care duce la reducerea pe o perioada indelungata a cererii de munca, este
modificarea de structura a ramurilor si sectoarelor economice.
Imigrarea sporeste forta de munca in alte tari, Romania fiind in declin si emigrarea care are un
efect invers,de scadere a fortei de munca in zona de origine.
Somajul a devenit una dintre problemele globale ale omenirii, din cauza consecintelor negative.
In aceasta categorie sunt incluse: raporturi familiale tensionate,izolarea sociala,imposibilitatea de
a fi la curent cu problemele ce tin de compententa profesionala,moral scazut,lipsa increderii in
sine. Costul somajului este determinat de aceste efecte negative pe care le suporta
indivizii,economia si societatea.
Costul somajului include:
-pierderile de venit ale individului
-pierderile de venit ale bugetului de stat
-plati din bugetul fondului special pentru ajutor de somaj si a alocatiilor de sprijin
-pierderea de venit a societatii reprezentata de realizarea unei productii sub cea potentiala
-cheltuielile privind pregatirea in scolile profesionale, in invatamantul mediu si superior.
Evolutia ratei somajului in Romania conform ANOFM
ANUL RATA SOMAJULUI LA NIVELUL LUNII
DECEMBRIE
1991 3%
1992 8,2%
1993 10,4%
1994 10,9%
1995 9,5%
1996 6,6%
1997 8,9%
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1998 10,4%
1999 11,8%
2000 10,5%
2001 8,8%
2002 8,4%
2003 7,4%
2004 6,3%
2005 5,9%
2006 5,2%
2007 4,1%
2008 4,4%
2009 7,8%
2010 6,87%
2011 5,12%
2012 5,59%
2013 5,85%
2014 5,29%
87
Rata somajului in anul 2012
LUNA RATA SOMAJULUI(%)
IANUARIE 5,26
FEBRUARIE 5,27
MARTIE 5,05
APRILIE 4,43
MAI 4,56
IUNIE 4,49
IULIE 4,77
AUGUST 4,90
SEPTEMBRIE 5,01
OCTOMBRIE 5,17
NOIEMBRIE 5,4
DECEMBRIE 5,59
3%
8,20%
10,40% 10,90%
9,50%
6,60%
8,90%
10,40%
11,80%
10,50%
8,80% 8,40%
7,40%
6,30% 5,90%
5,20%
4,10% 4,40%
7,80%
6,87%
5,12% 5,59% 5,85%
5,29%
0%
2%
4%
6%
8%
10%
12%
14%
RATA SOMAJULUI LA NIVELUL LUNII DECEMBRIE
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Rata somajului in anul 2013
LUNA RATA SOMAJULUI(%)
IANUARIE 5,78
FEBRUARIE 5,82
MARTIE 5,58
APRILIE 5,29
MAI 5,03
IUNIE 4,96
IULIE 5,29
AUGUST 5,03
SEPTEMBRIE 4,73
OCTOMBRIE 5,40
NOIEMBRIE 5,60
0,00% 1,00% 2,00% 3,00% 4,00% 5,00% 6,00%
IANUARIE
FEBRUARIE
MARTIE
APRILIE
MAI
IUNIE
IULIE
AUGUST
SEPTEMBRIE
OCTOMBRIE
NOIEMBRIE
DECEMBRIE
5,26%
5,27%
5,05%
4,43%
4,56%
4,49%
4,77%
4,90%
5,01%
5,17%
5,40%
5,59%
RATA SOMAJULUI
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DECEMBRIE 5,85
Rata somajului in anul 2014
LUNA RATA SOMAJULUI(%)
IANUARIE 5,84
FEBRUARIE 5,83
MARTIE 5,56
APRILIE 5,13
MAI 5,91
IUNIE 4,87
IULIE 5,09
AUGUST 5,12
SEPTEMBRIE 5,11
OCTOMBRIE 5,13
NOIEMBRIE 5,18
0,00%
1,00%
2,00%
3,00%
4,00%
5,00%
6,00% 5,78% 5,82% 5,58%
5,29% 5,03% 4,96%
5,29% 5,03%
4,73%
5,40% 5,60%
5,80%
RATA SOMAJULUI
90
DECEMBRIE 5,29
Conform Institutului National de Statistica,numarul somerilor cu varste cuprinse intre 15 si 74
ani,pentru luna februarie 2015,este de 597.000 persoane. Se observa faptul ca se afla intr-o
scadere, atat fata de luna precedenta cu 607.000 persoane, cat si fata de aceeasi luna din anul
anterior cu 644.000 persoane.
La nivelul sexului, ratele somajului sunt de asemenea diferentiate: situatia barbatilor o depaseste
cu 0,6% pe cea a femeilor, valoriile precizate fiind de 6,7% in cazul persoanelor de sex masculin
si de 6,1% in cazul celor de sex feminin.
Conform ultimei actualizari, 16.07.2015, Romania ocupa o pozitie favorabila in randul statelor
din Uniunea Europeana, fiind situata pe locul 8 in randul statelor cu cele mai mici rate ale
somajului. Desi, tara noastra se afla pe un loc mai bun la capitolul somaj fata de alte state,precum
: Franta(10,3%), Polonia(9%), Olanda(7,4%), aceasta se afla pe o pozitie nefavorabila in randul
tinerilor. Potrivit datelor raportate de Institutul de Statistica la Eurostat, rata somajului la nivelul
0,00%1,00%
2,00%3,00%
4,00%5,00%
6,00%
IANUARIE
FEBRUARIE
MARTIE
APRILIE
MAI
IUNIE
IULIE
AUGUST
SEPTEMBRIE
OCTOMBRIE
NOIMEBRIE
DECEMBRIE
5,84%
5,83%
5,56%
5,13%
5,91%
4,87%
5,09%
5,12%
5,11%
5,13%
5,18%
5,29%
RATA SOMAJULUI
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celor tineri cu varste de sub 25 ani, este de 24% in Romania, peste media europeana de 22,2%.
Totusi sunt si state cu un somaj record, cum ar fi Spania( 53%), Grecia(52%), Croatia(45%).
Starea de criza a pietei muncii este reliefata de faptul ca numarul real al persoanelor aflate in
cautarea unui loc de munca este mult mai mare decat cel al somerilor inregistrati la un moment
dat . Dupa cum arata cercetarile, se poate afirma ca exista cel putin trei categorii de persoane
neintregistrate ca someri,dar care in schimb isi cauta un loc de munca sau au loc si nu au de
lucru. Aici sunt inclusi:
-somerii care au primit ajutor de somaj si alocatii de sprijin
-somerii intr-un numar mare pentru care au expirat termenul legal in care au beneficiat de
alocatii
-somajul mascat,adica acele persoane care au calitatea de angajat,dar nu lucreaza
Bineinteles ca primele categorii de somerii se pot inscrie in continuare la oficiile fortei de munca
si somaj, dar majoritatea nu o mai fac pentru ca ei considera ca sansele sunt foarte mici .
Aprecierea starii de criza a ocuparii resurselor de munca cer gasirea urgenta a unor proceduri pe
termen scurt,mediu,lung care sa nu mai inrautateasca situatia si sa asigure crearea de noi locuri
de munca.
MASURI DE COMBATERE A SOMAJULUI
In actualul sistem legislativ al Romaniei principalul act normativ il constituie Legea nr.76/2002
cu privire la sistemul asigurarilor pentru somaj si la stimularea ocuparii fortei de munca .
Principalele obiective sunt:
-cresterea sanselor de ocupare a persoanelor in cautarea unui loc de munca
-stimularea angajatorilor pentru incadrarea in munca a somerilor si crearea de noi locuri de
munca
Cresterea sanselor de ocupare a persoanelor in cautarea unui loc de munca se poate realiza
prin:
-informarea si consilierea profesionala
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-medierea muncii
-consultanta si asistenta pentru inceperea unei activitati independente sau pentru initierea unei
afaceri
-completarea veniturilor ale angajatilor
-stimularea mobilitatii fortei de munca
Informarea si consilierea profesionala reprezinta un ansamblu de servicii acordate in mod gratuit
persoanelor care se afla in cautarea unui loc de munca . Serviciile se acorda prin centre
specializate,dar si prin furnizori din sectorul public sau privat, avand urmatoarele scopuri:
-furnizarea de informatii privind piata muncii si evolutia ocupatiilor
-evaluarea si autoevaluarea personalitatii in vederea orientarii profesionale
-dezvoltarea abilitatii si increderii in sine a persoanelor in cautarea unui loc de munca, ca in cele
din urma sa ia o decizie cu privire la propria cariera
-instruirea in metode si tehnici de cautare a unui loc de munca .
Medierea muncii consta in activitatea prin care angajatorul se pune in relatie cu persoanele
aflate in cautarea unui loc de munca.
Angajatorii trebuie sa comunice agentiilor toate locurile de munca vacante. Necomunicarea
lor constituie contraventie.
Serviciile de mediere pentru aceste persoane se acorda gratuit si constau in:
-informatiile privind locurile de munca vancate si conditiile de ocupare ale acestora prin
publicare
-mediere electronica, avand ca scop punerea in corespondenta a cererilor si ofertelor de locuri de
munca
-preselectia privind pregatirea, aptitudinile, experienta si interesele celor in cauza.
Acordarea de consultanta si asistenta pentru inceperea unei activitati independente sau
pentru initierea unei afaceri .
93
Serviciile juridice, de marketing, financiare, metode si tehnici de management al afacerilor si al
resurselor umane, se acorda gratuit, o singura data,pentru fiecare perioada in care persoanele
beneficiaza de indemnizatie de somaj.
Completarea veniturilor salariale ale angajatilor
Persoanele care primesc indemnizatie de somaj si care se angajeaza pentru un program normal de
munca beneficiaza o suma lunara, neimpozitata in cuantum de 30% din indemnizatia de somaj.
Sumele necesare se acorda din bugetul asigurarilor pentru somaj.
Stimularea mobilitatii de munca
Sedentarismul, imobilismul fortei de munca din Romania constituie o realitate evidenta. In aceste
conditii s-au introdus solutii noi care urmaresc stimularea mobilitatii fortei de munca :
-persoanele care beneficiaza de indemnizatie de somaj locuiesc intr-o localitate situata la o
distanta mai mare de 50 km fata de domiciliul stabil, primesc o prima de incadrare neimpozibila,
acordata din bugetul asigurarilor pentru somaj.
-persoanele care beneficiaza de indemnizatie, isi schimba domiciliul, primesc o prima de
instalare, acordata din bugetul asigurarilor de somaj, egala cu nivelul a sapte salarii minime
brute.
Stimularea angajatorilor pentru incadrarea in munca a somerilor
Persoanele lipsite de venituri nu raman pasive, ele isi cauta in mod real un loc munca, de aceea
trebuie data o mare importanta masurilor privind stimularea anagajatorilor.
Subventionarea locurilor de munca. O insemnatate majora o au masurile care vizeaza
absolventii institutiilor de invatamant si somerii de peste 45 de ani. Sunt categoriile de varsta
care intampina cele mai mari dificultati la incadrarea in munca.
Acordarea de credite. Scopul acordarii de credite din bugetul asigurarilor pentru somaj il
constituie crearea de noi locuri de munca prin infiintarea si dezvoltarea de intreprinderi mici si
mijlocii, unitati cooperatiste, asociatii familiale, precum si activitati independente desfasurate de
persoane fizice legal autorizate in domeniile productiei, serviciilor sau turismului. Creditele se
acorda pe baza unor proiecte de fezabilitate.
94
7.2 Granturi pentru tineri
Granturile reprezinta sume de bani acordate pentru un anumit program sau proiect in diverse
domenii de activitate. Fondurile gestionate de UE sunt acordate sub forma de granturi si
contracte. Granturile pentru proiecte cu activitati in domeniul politicilor UE care se acorda, in
general, in urma publicarii un i „cereri de propunere‖. Contractele incheiate in institutiile UE
sunt acordate prin licitatie, pentru a achizitiona servicii, bunuri sau lucrari de care au nevoie
p ntru propri fun țion r (studii, formare, organizarea de conferinte, echipament IT, etc).
Per total, Romania primeste 26,1 miliarde de euro prin cinci fonduri structurale: de Coeziune, de
Dezvoltare Regionala, Social, de Mediu, si de Dezvoltare Rurala. Pe langa Politica de Coeziune
si cea Agricola Comuna, fondurile vor mai fi dirijate si in baza Politicii de Cooperare Teritoriala,
in cadrul careia vom avea programe operationale de cooperare cu Ungaria si cu Bulgaria.
In dom niul viz t d proi tul K syo Eur xist dou tipuri d prin ip l fin nt r : du ti si
formare si tineret. In primul caz, sunt acordate oportunitati de studiu prin programul Erasmus+,
sprijin pentru elevii din ultimii ani de studii in invatamantul secundar si de formare profesionala
in alte tari.
Finantarile pentru tineret sunt acordate prin cofinantarea proiectelor care incurajeaza
participarea civica, activitatile de voluntariat si o abordare multiculturala mai ampla.
In perioada 2014-2020, UE va aloca in jur de 80 d mili rd d uro p ntru fin nt r în
domeniul cercetarii. Aceste fonduri se aloca de regula sub forma de granturi, pentru a finanta
partial diverse proiecte de cercetare.
De asemenea, si intreprinderile mici pot obtine fonduri. IMM-urile pot obtine finantare UE prin
granturi, imprumuturi si granturi iar ONG-urile si organizatiile societatii civile pot fi eligibile
pentru finantare fiind obligate sa isi desfasoare activitatea in domeniile de politica ale UE si sa
nu trebuie sa aiba scop lucrativ.
Erasmus + este progr mul UE în dom niil du ti i, form rii, tin r tului si sportului pentru
perioada 2014-2020. Educatia, formarea, tineretul si sportul pot avea o contributie majora la
abordarea schimbarilor socio-economice, principalele probleme cu care se va confrunta pana la
95
sfarsitul deceniului si la punerea in aplicare a strategiei Europa 2020 pentru crestere economica,
locuri de munca, echitate sociala si incluziune.
Programul Erasmus + sprijina eforturile tarilor incluse in program, de a utiliza in mod eficient
talentul uman si capitalul social al Europei si imbunatateste posibilitatile de cooperare si de
mobilitate cu tarile partenere, in special in domeniile invatamantului superior si tineretului.
Principalele obiective ale programului Erasmus + sunt: realizarea obiectivelor Strategiei
Europa 2020, dezvoltarea durabil ț rilor p rt n r în dom niul înv ț mântului sup rior,
obi tiv g n r l l drului r înnoit d oop r r urop n în dom niul tin r tului (2010-
2018), promov r v lorilor urop n în onformit t u rti olul 2 din Tr t tul privind Uniun
Europ n .
Er smus+ st noul progr m d 16 mili rd d uro p ntru du ți , form r și tin r t și sport.
Acesta este construit pe bine- unos utul și m r d su s UE, Er smus p ntru stud nți.To t
progr m l nt rio r , um r fi Tin r t în țiun , Er smus și LLP, sunt in lus în noul
program Erasmus Plus. Acest program are trei piloni principali: educatie si formare, tineret si
sport. Obi tivul prin ip l l Progr mului Er smus Plus st l d îmbun t ți ș ns l d
angajare ale tinerilor prin dobandirea de competente suplimentare apreciate de angajatori,
pr um si îmbun t tir omp t ntelor lingvistice.
Partea de tineret a progr mului st împ rtit in tr i tiuni Cheie:
– Actiunea Cheie numarul 1: Mobilitati de invatare pentru indivizi- se adreseaza tinerilor,
lucratorilor de tineret si personalului angajat.
– Actiun h i num rul 2: Cooperare pentru Inovare si Schimb de Bune Practici- se
adreseaza universitatilor, institutiilor publice,ONG-urilor, firmele care au departament de
CSR si organizatiilor culturale( teatru, librarii).
– Actiun h i num rul 3: Sprijin p ntru r form politi ilor-vor fi incluse retelele Salto
si Eurodesk, proiectele de advocacy si vechile intalniri pe actiunea 5
De asemenea, Ministerul Tineretului și Sportului organiz z num ro s on ursuri
n țion l d proi t . Prin ip l l obi tiv l st i instituții sunt:
- l bor r politi ilor și m surilor privind tr g r Fondurilor Europ n
96
-int rir dis iplin i onomi -financiare
-elaborarea politicilor de personal
-elaborarea politicilor privind descentralizarea.
Progr m l n țion l org niz t d MTS urm r s sprijinir stud nților în dobândir lor
bilit ți, d prind ri, unoștinț l m nt r n s r v lorifi rii pot nți lului propriu, în v d r a
f ilit ții int gr rii în so i t t ont mpor n . Totod t , d profund z dom nii din l m i
v ri t , r spuns și l t ndinț l m nif st t în so i t t :div rsifi r rinț lor și
omp t nț lor.
În p rio d 16-18 Martie 2015 a avut loc Concursul N țion l d proi t d tin r t u t m :
„Stimularea particip rii tiv tin rilor l vi ț so i t ţii‖ și „ Cluj-Napoca 2015, capital
urop n tin r tulu‖. La acest concurs au participat atat organiz ții n guv rn m nt l d și
p ntru tin ri ât și org nz ții n guv rn m nt l stud nț ști.
Anul acesta, pe data de 20 Iunie 2015 a avut loce cea de- dou diți on ursului sportiv
URBL TON. În drul stui on urs, v nturil urb n u fost tr nspus într-un eveniment
sportiv unic, plin de adrenalin . Fi r diți on ursului URBLATON r ât o provo r
dif rit , însoțit d num ro s prob d fo prin r on ur nții tr bui s tr . st
v nim nt dispun d susțin r unor num roși mb s dori sportivi, r jut l promov r
sportului o țiun sibil ori ui, l ori vârst . st on ursuri instig tin rii s își
d p ș s propriilor ondiții, l d s op rir p it ților fizi și s ntim ntului d înving tor
tun i ând tr lini d Finish, d r m i l s n rgi i pozitiv m n t d p rti ip nții l un
v nim nt n omp titiv, sibil tuturor în fun ți d bilit ți și u mult ompon nt d
distr ți . URBL TON st un v nim nt uni în Români , r urm r șt s dirij z int r sul
publi ului supr n sit ții d s ntr n p ntru f f ț ât m i bin obst ol lor vi ții d
zi cu zi.
Employment, Social Affairs & Inclusion
Organizatia Eu isi propune sa reduca somajul si sa creasca rata de angajare a populatiei de varsta
activa a UE (20-64 de ani) cu pana la 75%.
Actiunile cheie ale acestui program sunt:
97
• The European Alliance for Apprenticeships
• Youth Employment Initiative
• Youth on the move
• Youth Opportunities Initiative
• Your first EURES Job
• EU Skills Panorama
Motivul este acela ca peste 4,5 milioane de tineri (15-24 ani) sunt someri in prezent in Europa.
Mai mult de 7 milioane de tineri cu varsta intre 15-24 de ani nu au fost deloc angajati si nici nu
ai dispus de traininguri. Abandonul scolar a ajuns la 11% in randul tinerilor cu varsat intre 18-24
de ani.
EFS (European Social Fundation) este un program de investire in oameni a carui principale
scopuri sunt ocuparea fortei de munca si incluziunea sociala- sprijinirea oamenilor de a-si gasi un
loc de munca( sau un loc mai bun de munca- ,integrarea persoanelor dezavantajate in societate si
asigurarea unei sanse de viata mai echitabila pentru toti.
Strategia EFS si bugetul sunt negociate si alese de comun acord de catre guvernele statelor
membre, a Parlamentului European si a Comisiei. Programele sale de exploatare sunt planificate
de guverne si aprobate de catre Comisia Europeana.
Finantarea se acorda pentru o gama larga de organizatii, organisme publice, companii private si
societatea civila, care dau oamenilor ajutor practic pentru a gasi un loc de munca sau sa ramana
la locul lor de munca.
Finantare si obiective: In aceasta perioada, EFS va oferi fonduri de aproximativ 80 de miliarde
de euro pentru: formarea si sustinerea in angajare, promovarea incluziunii sociale, imbunatatirea
educatiei si formarii profesioanale si imbunatatirea calitatii serviciilor publice.
Ministerul Energiei Intreprinderilor Mici si Mijlocii si Mediului de Afaceri desfasoara
numeroase programe nationale cum ar fi:
98
-Programul pentru stimularea infiintarii si dezvoltarea microintreprinderilor de catre
intreprinzatorii debutanti in afaceri 2015
-Programul FEMEIA MANAGER
-Programul START
-Programul Mestesuguri si Artizanat
-Comert, Produse si Servicii pe Piata
-Programul UNCTAD/EMPRETEC
Granturi pentru Norvegia
Ministerul Fondurilor Europene -Programe Finantate
1. P 23 or ți s rvi ii, in lusiv s n țiuni non - privative de libertate urmareste sa
îmbun t t s s rvi iil d or ți în onformit t u instrum ntul int rn țion l
referitor la drepturile omului . Grantul pentru acest program este de 8 milioane de euro .
Op r torul progr mului st Minist rul Justiți i și Progr mul don torilor p rt n r u
S rvi iil d or ți din Norv gi (KSF ) . Prin ip lul obi tiv l progr mului st de a
spori fi i nț P nit n i rul român s , sist mul d prob țiun și probl m lor sp ifi
este dat infractorilor minori .
2.Poverty allevation
Operatorul programului este Oficiul Mecanismului Financiar de la Bruxelles , 絜 parteneriat cu
Deloitte Rom穗ia . Bugetul pentru acest program este de 20 de milioane de euro, iar obiectivul
g n r l l progr mului st d r du disp rit țil onomi și so i l 絜 drul Sp țiului
E onomi Europ n și p ntru onsolid r l ți bil t r l prin pov rty llevation .
99
7.3 Parteneriate strategice
În ultimii 10-15 ni, în Europ , s- ntu t într-o fo rt m r m sur pr o up r
p ntru d zvolt r și oordon r tin rilor în v d r o up rii forț i d mun . S opul prin ip l
st r r unui m diu d v t p ntru d zvolt r vi ții prof sion l și personale a tinerilor,
in lusiv lor din grupuril u posibilit ți r dus . St t l l r s r port z lu r r , m i
pr is Su di , Gr i și Români , tr bui s -și int gr z prin ipiil și s s folos s d Fondul
So i l Europ n în v d r r șt rii p rti ip rii p pi ț forț i d mun , omb t rii
s gm nt rii și l m i import nt r du rii șom jului. vând în v d r pro nt l din nii
pr d nți, m i pr is nul 2014, în r m di urop n șom jului în rândul tin rilor r d
21,8%, s-au d sf șur t o s ri d proi t și p rt n ri t într l tr i st t m nțion t , p ntru
promov r și în ur j r tin rilor tr o vi ț prof sion l .
Pe parcursul timpului s- u dopt t iniți tiv p ntru o up r forț i d mun în rândul
tinerilor, astfel:
Au fost alocate 6 miliarde de euro, de tr U.E., în perioada 2014-2015, d și
perioada iniți l era 2014-2020;
Fondurile U.E. necheltuite sunt alocate tot în acest scop;
În ur j r tinerilor pentru g sir unui loc de mun în str in t t ;
Promovarea form rii profesionale prin prioiecte precum „Primul t u loc de mun
EURES‖ și „Er smus+‖.
Conform site-ului oficial al Ministerului Muncii, Familiei, Prot ți i So i l și
P rso n lor Vârstni , l d t d 23 i nu ri 2015, Români și Su di u s mn t o d l r ți
privind politicile sociale. Aceasta a avut ca scop realizarea unui suport favorabil pentru
d sf şur r proi t lor omun , ol bo r r progr siv într l dou st t și s himbul d
xp ri nț . P ntru onsolid r r l țiilor bil t r l xist nt într l dou st t , ntul fost
pus p lib rt t d miș r t ț nilor din Uniun Europ n d r și situ ți t ț nilor ț rii
ce se confrunt u probl m so i l gr v . Ministrul român m i pr iz t f ptul Guv rnul
st dispus s p r dr pturil t ț nilor români în b z prin ipiului lib rt ții d miș r din
drul U.E, d r l m i import nt sp t st f ptul s- pr z nt t și discutat despre progresele
privind o up r forț i d mun l niv lul ț rii. P ntru o m i bun oop r r l g t d st
ultim dom niu u vut lo întâlniri u d l g ți din 11 ONG-uri su d z , tiv în pl n so i l și
100
r pr z nt nți i omunit ții român ști stabilite acolo (aproximativ 30.000 de persoane), iar prin
int rm diul stor , r l țiilor dintr l dou st t sunt onsolid t și u și sprijinul Guv rnului
Români i.
Progr m p ntru tin ri români, gr i și su d zi d sf șur t pân în pr z nt:
Denumirea
proiectului
Descrierea proiectului Beneficii
1. Program de
încurajare a
antreprenoriat
ului în rândul
tinerilor
- program de instruire pe timp de
v r prin int rm diul unor
instituții noi înființ t ;
- org niz r prin ip l în ntrul
Suediei;
- tinerii u fost s l t ți p ntru
dis ut și p ntru obțin
instruir n s r privind
înființ r un i
mi roîntr prind ri proprii;
- stimularea tinerilor de a-și
creea propria afacere
- oop r r și s himb d
pr ti i într ț ri
- d zvolt r onomi în
Europa
2. Trainingul
european
„Democracy-a
way to achieve
Sustainable
Development”
- proiectul s- d sf șur t în nul
2011;
- lo ul d d sf șur r : Români ;
- p rti ip nții u fost 25 d tin ri
din dif rit ț ri, printr r s
num r și Gr i ;
- temele abordate au fost
d mo r ți și d zvolt r
tin rilor în st pl n
- realizarea de schimburi
interculturale
- onști ntiz r p rti ip nților
d s impli în țiuni d
voluntariat
- promov r du ți i în
rândul tin rilor și impli r în
comunitate
- promov r prin ipiilor și
v lorilor d mo r ți i
3. Parteneriat
între
Ministerul
Afacerilor
- parteneriat de colaborare;
- evenimentul a avut loc la
în putul nului 2015, l P l tul
Parlamentului;
- promov r Români i d
tr stud nții r studi z în
lt ț ri;
- în ur j r tin rilor spr o
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Externe și Liga
Studenților
Români din
Străinătate
- în ur j r stud nților d s
înto r în ț r ;
- workshop evenimente de
impact
ri r diplom ti ;
D s lu r z tin rii români și str ini în ONG-uri, Instituții publi pr um și Instituții
private?
ONG – Org niz ții Non-Guvernamentale
Aceste org niz ții au nevoie permanent de voluntari care s se implice și s -și dor s
s activeze în diferite domenii;
Promov z iniți tiv l civile și valorile t ț nilor;
Acumularea xp ri nț i necesare tât pentru locurile de mun viitoare, ât și pentru
dezvoltarea unoștinț lor dobândit pân în prezent;
Întâlnir cu noi oameni, pov ști și xp ri nț ;
Domenii variate de lucru precum: ultur și media, sport, du ți , s n t t , social,
prot ți mediului, dezvoltare, religie ș. .;
Instituții publice:
Activitatea este d sf șur t într-o instituți de stat sau dministr t de stat;
Domenii variate de activitate: s n t t , du ți , mediu, ajutor social etc.;
N sit xp ri nț în domeniu ales, îns spre deosebire de ONG, locurile de mun din
insituțiil publice sunt pl tit ;
Mediul de lucru este în general comod, la birou sau în sp ții similare;
Ex mpl d instituții publi impli t in du ţi şi dezvoltarea tinerilor:
Minist rul Edu ţi i şi r t rii Ştiinţifi , Minist rul Tin r tului şi Sportului, Dir ţi p ntru
Sport şi Tin r t Muni ipiului Bu ur şti, so i ţi N ţion l s lor d ultur l
Sindi t lor din Români , s d ultur Stud nţilor din Bu ur şti, Insp tor tul Ş ol r l
Muni ipiului Bu ur şti, Univ rsit t Bu ur şti, d mi d Studii E onomi Bu ur şti,
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Univ rsit t Polit hni din Bu ur şti, Univ rsit t d M di in şi F rm i rol D vil
Bu ur şti, Ş o l N ţion l d Studii Politi şi dministr tiv Bu ur şti, ntrul d onsili r
şi Ori nt r Prof sion l , g nţi N ţion l p ntru Progr m omunit r în Dom niul Edu ţi i
şi Form rii Prof sion l , Institutul d Ştiinţ l Edu ţi i, Minist rul Mun ii, F mili i şi
Prot ţi i So i l , g nţi Muni ip l p ntru O up r Forţ i d Mun Bu ur şti, g nţi
N ţion l p ntru O up r Forţ i d Mun .
Instituții priv t :
Activitatea este d sf șur t în mediu privat;
Domenii variate de activitate, mai variate d ât în mediul public, de exemplu domeniul
bancar;
Salariul mai avantajos, în fun ți de domeniul ales şi p rform nţ l angajatului;
Mediul de lucru poate varia în fun ți de conducerea și organizarea fi r i instituții.
8. Concluzii
Mediul international a cunoscut schimbari rapide si cu un impact extraordinar mai ales in
domeniul cultural si cel al afacerilor prin cresterea mobilitatii tinerilor si a muncitorilor.
Globalizarea a avut ca efect estomparea granitelor statale si a barierelor culturale dintre tari si
continente. In Europa, efectul a fost intensificat prin procesul de integrare in Uniunea Europeana.
In aceste conditii, s-a observat necesitatea dezvoltarii competentelor internationale ale angajatilor
ce lucreaza in medii multiculturale. Prin educatie si instruire se pot promova incluziunea sociala,
toleranta, solidaritatea si indepartarea barierelor culturale dintre oameni.
Avand in vedere aceste considerente, The Organization for Poverty Alleviation & Development
(OPAD) din Suedia, Praxis din Grecia, Asociatia Atitudini si Alternative din Romania si-au
propus ca prin intermediul proiectului ― Knowl dg nd Skills for Youths in Europ ‖ s
identifice tineri, institutii locale si nationale, ong-uri reprezentative, interesate sa participe si sa
ofere sprijin in vederea imbogatirii cunostintelor si competentelor antreprenoriale ale grupurilor
de tineri implicate in proiect.
Mai mult decat atat, prin realizarea unor intalniri transnationale, s-a dorit sustinerea lucratorilor
de tineret implicati sa interactioneze si sa inteleaga provocarile culturale cu care se confrunta pe
piata muncii. Imbunatatirea competentelor internationale si cresterea sustenabilitatii actiunilor
antreprenoriale ale tinerilor rau reprezentat si ele obiective ale proiectului, atinse prin seminarii,
intalniri cu organinzatii non-profit si training-uri de specialitate. Prin proiectul au fost
103
identificate problemele cu care se confrunta tinerii atunci cand incearca sa puna in aplicare un
plan de afaceri si dezvoltarea aptitudinilor necesare acestora pentru a avea un proiect de succes, a
asigura stabilitatea financiara si sustenabilitatea afacerilor dezvoltate.
Mai mult, prin elaborarea unei analize privind aceste probleme, nevoile tinerilor si opornutitatile
de care acestia pot sa dispuna, dar si prin incheierea unor parteneriate strategice, se urmareste
sustenabilitatea proiectului pe termen mediu, in felul acesta contribuind la realizarea obiectivelor
politicii de coeziune a Uniunii Europene, dar si a Stategiei 2020, privind educatia si mobilitatea
tinerilor, integrarea pe piata muncii, democratia participativa, dar si reducerea saraciei prin
antreprenoriatul social.
104
ANEXE
Intalniri transnationale
Romania, Grecia, Suedia
105
Romania
106
Grecia
107
Suedia
108
109
110
ANALYSIS ON THE DEVELOPMENT OF
COMPETENCES IN LIFE SKILLS OF YOUTH Knowledge and Skills for Youths in Europe
111
Team:
ROMANIA
Catalina Badoiu- Project Coordinator
Dan Barna- trainer / Researcher
Youth workers:
Adela Vulpe
Alexandru Pandrea
lin Io n hirim
Aurelia Casaru
Beniamin Paduret
Cristina-Giorgiana Bica
Delia Florentina Caldararu
Georgiana Steliana Bunea
Ioana Diana Duca
Ioana Popa
Iuliana-Valentina Bratosin
Madalina Paraschiv
Marian Iulian Moise
Nicoleta-Corina Duta
Victor Ciuchi
Vlad Constantinescu
GREECE
Anna Alevra- Project Coordinator
Youth workers:
Tsaira Aikaterini Antonia
Amalia Gardouni
Charalampos Papaioannou
Charis Onoufrios
Chrysovalantis Psathas
Europi Spanidou
Evangelia Arabatzoglou
Mavrommati Kyriaki
Paraskevi Lazou
Tamari Chagoshvili
SWEDEN
Frank Kanu- Project Manager
Youth workers:
Abdullah Yavuz
Aymen Abdulhasib
Rajesh Thangaraj
Sushma Chandra Reddy
Emanuel Carlos Da Costa Bonito
112
THE STRATEGY OF DEVELOPING COMPETENCES IN LIFE SKILS
AMONG YOUNG PEOPLE IN EUROPE
1. Foreword
Globalisation of business and industry has led to an increase in movement of young people
across continents resulting in our cultures becoming more diverse. In Europe, for instance,
mobility of workers and students is increasing due to the widening of the European integration.
Consequently, the demand for skilled workers who have international competences such as
language and social skills, knowledge of other cultures and of working conditions in other
countries are growing.
There is greater emphasis on the development of the so-called international competences. It
benefits the whole society if our future professionals possess the competences needed in the
increasingly international world of business and the increasingly diverse societies. It is necessary
to be able to work in a multicultural environment and to provide services to customers from
different cultures in more and more jobs. There is also a need to promote social inclusion and
tolerance, develop solidarity and foster mutual understanding among people in different
countries. Moreover, there is a shift from the traditional, formal approaches to education as
provided by educational and training institutions towards non-formal and informal education.
2. General presentation of KASYO-EURA
The Organization for Poverty Alleviation & Development (Sweden ) in partnership with Praxis
(Greece ) and the Association Attitudes and Alternatives ( Romania ) runs in the period 1
January - 25 December 2015 the project: Knowledge and Skills for Youths in Europe.
The Organization for Poverty Alleviation and Development (OPAD) is an innovative,
professional, active, reliable and efficient non-profit and non-governmental organization and is a
registered voluntary organization based in Sweden, Stockholm region.
113
OPAD's programmes are organized around five broad areas, namely, EU projects, education,
social affairs, research and development, and youth initiatives. OPAD has gained significant
experience in implementing youth volunteering, training, mentoring, skills building programmes
at local and European level over the years, therefore we believe that our institutional expertise
makes us well placed to implement the Cooperation and Innovation for Good Practices
Programme. focusing on youths.
OPAD is also involved in activities aimed at boosting, supporting and coordinating volunteering
itself. OPAD is an accredited organization for the European Commission's European Voluntary
Service (EVS) through which volunteers drawn from various parts of the world are given an
opportunity to experience real life work environments and/or confronted with real life challenges
in the workplace. At the end of the volunteering programme, the volunteers are equipped with
professional and hands-on work experience and increase their employability.
PRAXIS is a youth non-governmental organization in Serres, in North Greece which has
activities in culture, media and environmental fields.
PRAXIS offers opportunities via media and cultural activities to young people. Inspires
youngsters to participate and enjoy their work as volunteers in our activities and in the program
of E.V.S. and youth exchange projects. Maintains a strong regional and interregional network
that allows the realization of internships, seminars, European Voluntary Services and youth
projects within the European context.
PRAXIS aims:
to create international opportunities for youth development
to strengthen dialogue between authorities and youth groups, including disadvantaged
groups
to run local youth radio station structure- association activities:
creation of youth audition for the youth voice to be hear able
arranging international intercultural educational experiences for youth.
114
PRAXIS aims to improve the job opportunities of young people from North Greece and to
provide support in order for them to find their place within the European system.
The project is funded by the European Commission Erasmus Plus , key action 2 - Cooperation
for Innovation and Good Practice and aims to improve youth access opportunities for non -
formal and informal education. The project aims at acquiring such knowledge and key skills
training among the 15 young people from Europe and Africa in order to increase their capacity to
overcome the challenges caused by unemployment and underemployment .
The specific objectives of this project are:
• Supporting youth int r tiv seminars on advances in information and communication
technology .
• D v lop skills nd ntr pr n uri l skills mong young p opl in th t rg t group for
initiating and managing their own business ;
• Informing young p opl bout th ir rol in th pro ss of governance , participatory
democracy and peace building ;
• D v lop innov tiv ppro h s for youth th t promot sust in bl d v lopm nt in th ir
communities.
• D v lop n w skills mong tors in ivil so i ty nd youth work rs .
The Association "Attitudes and Alternatives" is a non-governmental organization which was
established in 2005 by seven young people. Their purpose was to transform beautiful ideas in
achievements.
The main objectives of association:
Encouraging and supporting the establishment of social networks, the initiative groups
interested in community development in the spirit of European values;
Supporting institutions, local authorities and other public entities in developing
institutional capital;
115
Initiate partnerships (public-private) and active involvement in collaborations and joint
projects aimed at developing civil society;
Initiate and support projects and activities aimed at education and professional training to
support economic growth and development based on knowledge;
Promoting social inclusion and active employment measures.
The need for a project like this is found in the impact that globalization has on young people and
their cultural heritage . Today it is necessary for young people to learn the skills that enable them
to work in environments multiculurale . It is also necessary that social inclusion , tolerance and
solidarity among young people belonging to different cultures to grow.
3.Centralized plan on the labor market
The labor market is in a close relationship of dependence with the market factors of production
and the goods and services, and this activity continues the activity of the company, coordinated
by the main labor market, namely entrepreneur. Although the entrepreneur is to try to keep a
balance between supply and demand and labor, the labor market is fragile and easily influenced
by external factors. The labor market in Europe was strongly affected by the economic crisis of
2008. The effects of this crisis were felt in 2012, when the market shrank by 0.3% in the EU and
0.6% in the euro area. Given the conditions inaccessible to needle credits, debts and inability
pulice developing countries to create a favorable market, however, they have helped increase the
unemployment rate by mid-2013.
Piata muncii se afla intr-o relatie stransa de dependenta cu piata factorilor de productie si cu piata
bunurilor si a serviciilor, iar acest lucru asigura continuarea activitatii intreprinderii, coordonata
de agentul principal al pietei muncii, si anume intreprinzatorul. Desi intreprinzatorul are rolul de
a incerca sa pastreze o balanta intre cererea de munca si cererea de oferta, piata muncii este
fragila si usor influentabila de factori externi.
The main problems faced by graduate students at the inclusion are given the lack of experience
and lack of practical training .
116
Despite of the solid theoretical knowledge that they have assimilated in college, experiencing
real practical difficulty, resulting from the fact that the emphasis on practical training during
studies is insufficient and practical training programs not addressing the diversity of professional
situations.
Level Identified problems Solution Responsible
Young
Insufficient information on
vocational guidance in the
labor market
Vocationally oriented
curricula and
professional / labor
market opportunities
Public institutions ,
faculty , NGOs ,
companies which have a
young staff in training
Difficulties of Self-
Knowledge
Applying psychological
tests of self-knowledge
that can help to self-
knowledge
Cabinets psychology
Providers, public
private service
vocational counseling
Difficulties in
communication
Integrating young
people in specialist
programs Organizing
events / meetings with
people specialized in
communication
Psychologists
European Programs
Insufficient information on
labor market
Specialists in labor
market integrate young
people
Programs and activities
regarding youth
information
Socio-professional
integrity programs
Ministry of Education
and
Research
professional Consortia
NGOs
POSDRU
employers' Associations
117
Lack of experience Integration tier labor
market without
experience
ANOFM Bucharest
Ministries
national Agencies
POSDRU
Institutions
with
responsibilities
in
training youth
for
market labor
Low number of hours
allocated
educational and vocational
guidance
The allocation of
additional human
resources
Ministries
national agencies
employers' Associations
Difficulties in mobilizing
resources
Human / Material
Human Resources
Specialization
ANOFM Bucharest
Ministries
According to a study made by the Association Attitudes & Alternatives in 2014 which shows
that employers consider that it needs more career guidance specialists for market oriented but
young and preferences of today's young people , aiming to form a solid career for their future.
Educational barriers Personal and social barriers Professional barriers
1. Lack of specialized
vocational guidance services
(access to cabinet)
Lack of family support ; Unfairness employers with
youth ( discourages career
orientation);
2. In faculties / schools
posliceale, there is no material
information concerning the
modeling career (magazines,
No support friends in shaping
a career ;
The labor market has
requirements inadequate
preparation and my
expectations (personal,
118
brochures, specialized web
pages );
professional, materials, etc.);
3. Employers activity practice
conditions ( ex . Short is not
responsible for the participants
etc. ) ;
Profile of the studies it will
limit their options youth career
development );
Ignorance of public services
counseling /career planning
consultancy; (other than
school);
4. Lack of mentoring and
career guidance specialists ;
Discrimination and inequality
of opportunity in training and
career development; ( based
on age, sex, ethnicity);
The poor quality of private
services recruitment ,
mentoring and career
counseling (high costs,
information unrated)
After this study were found a set of moral qualities and skills among young people aspiring to a
career training and their integration into the labor market.
3.1 The European environment
The labor market in Europe was strongly affected by the economic crisis of 2008. The effects of
this crisis were felt in 2012, when the market shrank by 0.3% in the EU and 0.6% in the euro
area. The market is a lot of action in which buyers and sellers resort to get in contact to exchange
goods and services, which, however, does not account for the location of these actions. To have a
clear vision of the market as it is necessary to define them several essential features:
- Market is a specific geographical space action-economic undertakings.
-Market is where you meet both producers and consumers, so it is a place of meeting between
demand and supply.
-And last but not least, it is the place of manifestation of market competition, price formation and
conclusion of transactions.
Given the conditions inaccessible to need credits, debts and inability pulice developing countries
to create a favorable market, however, they have helped increase the unemployment rate by mid-
119
2013. GDP growth in the second quarter of 2013 proved to be positive after the first quarter of
the same year was characterized by a serious drop in GDP and an alarming increase in the
unemployment rate. This increase puts the technical, end the financial crisis, there by improving
labor market: unemployment ceased to grow and the numbers in july 2013 proving to stabilize it
in both the euro area and in the EU.
However, in most EU countries the unemployment rate remains high, and a change can be
brought only by a considerable and sustained effort over a prolonged period. Thus the
employment rate remains at a low level and the breakup rate - at a high level. The proportion of
long-term unemployment is increasing, thus having implications percentages of employee and
labor to meet the demand.
From an international perspectve of work marketin EU registered a negative growth of GDP in
2012 after a year in 2011 stagnant, showing a decrease in strength of invested privately and the
consum off set to some extent by exports growing. Given the fragmentation of financial markets
and an uncertain outlook as regards market shares, the EU unemployment rate started to rise in
2011 and continued to do first half of 2013, which contrasts with other regions of the world.
According to Eurostat and OECD, in July 2013, the number of people unemployed was 19 231 in
the euro area and 26 654 in the EU and the number of jobs lost since the crisis represents a total
of about 4.8 million in the euro area and 6.6 million for the EU.
According to Eurostat, the unemployment rate reached a threshold of stability in the second
quarter of 2013, reaching 12.1% in the euro area and 11% in EU countries. Currently, it seems
that while GDP and labor have recovered almost all losses, unemployment, compared with the
same period of 2008, increased by nearly 60% and shows no signs of improvement. Recent data
show that economic activity and employment level is 2-3% lower than in early 2008. The
explanation for which the unemployment rate is still so high is found in the behavior
'unemployment, which most demographic reasons generally has a tendency to increase not only
during recessions, and during some weak growth, yet positive.
Currently, according to the European Commission the unemployment rate in the euro area
recorded a rate of 11.1% and the EU 9.6% in August 2015, with a lower level compared to the
same period of 2014, where the rate in Romania has the value- 11 5%, 10,1%. To transmit a
clearer idea, timber Eurostat, in August 2015, 23.022milioane men and women had a job secured
120
lc, of which 17,603,000 are part of the eurozone. Compared to July 2015 the number of people
without a place of ham fell by 33,000 in the EU and increased by 1,000 in the eurozone. But
compared with August of 2014, the number of unemployed people fell to 1.49 million in the EU
and by 892,000 in the euro area. Regarding youth unemployment in August 2015 4610 millions
of young people until 25 years had a job secured in E, of which 3.131 million were part of the
eurozone. Compared to August last year, the number of unemployed among young people fell by
448,000 in the EU and by 262,000 in the euro zone. In August 2015, the unemployment rate
among young people was represented by a value of 20.4% in the EU and 22.3% in the euro area.
This registers a decrease compared to the same period last year, when the values were 21.9% and
23.6%.
Regarding youth unemployment trends, its rate is generally much higher than the rate for all
ages soaului, ajuungandu Located just double figures. At inceutul 2008, the unemployment rate
among young people has reached a minimum value of 15.2%, the lowest value. From the second
quarter of 2008, youth unemployment increased by 3.8% reaching step in the first quarter of
2013, before falling to 21.4% at the end of 2014. The high rates of youth unemployment in us
difficulties that they face to find a job.
Youth unemployment rate is calculated according to a somewhat different concept: the
unemployment coefficient calculated the proportion of young people without a job oc
considering all population. Unemployment multipliers have a lower level than the unemployment
rates among young people. But even for them (ratio) has been an increase begind with 2008
because of the effects that the crisis has had on labor markets.
The definition of unemployment attributed by the International Labour Organisation is the most
widely used indicator of the labor market because of the flexibility and realibility. Besides
unemployment, they can give us clues factors on the development of the labor market: the
percentage of people who have a job, and jobs available in the market.
A tool used by the European Commission is monitoring the chronological data series on
unemployment. This method is also used by other public institutions and the media as an
economic indicator, and banks can use to analyze data on the business cycle. Also, any person
may at one time interested in the changes that would occur in unemployment.
121
Indicative measures of employment growth for 2008-2010, encouraged Member States to do the
following things:
-to endeavor and older to create ways to decrease unemployment among young people, in
particular through internships and training for enhance the quality, broaden supply, diversify
routes of access, ensure flexibility, the statisfy new demand for skills and occupations.
-Strive to reduce the disparity in unemployment, salary between men and women, and offer it
provides women the possibility to integrate in the workplace, to have a private life, and
providing Structures childcare advantageous and care for those who are dependents,
-to ensure that by 2010 every unemployed person will have a job, an internship, other training or
I were assigned other powers increase the chances of employment (for young people who have
finished school for 4 months or for adults unemployed for 12 months)
-and to make efforts to involve at least 25 percent of those in unemployment for a long period in
training courses or professional practice reform or other competent professional to increase the
chances of employment, measures applicable until 2010.
Therefore, most EU countries have put into practice measures to support employment, especially
to consolidate and even to extend passive and active policies in the labour market field.
However, the measures differ from country to country; some countries have placed emphasis on
helping unemployed through their involvement in various professional programs, while others
emphasized the support of the labor employment.
Worldwide, the job losses for the EU had a quite limited. The measures implemented to mitigate
the impact of the crisis, highlight a growing internal flexibiliatatii (regarding the number of
hours, hourly or partial temporary unemployment etc.). Furthermore, wages in order to preserve
the shrinking of employment and stabilizing the economy, have had the effect of delaying or
even stop some significant redundancies in certain EU Member States.
In order to have a clearer picture on the labour market in a european country, we will take a look
closer over Sweden, the country which has a notable progress right indicators calculated by the
European organizations. Country with a population twice as small, with an average salary of
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3000euro/month and an average life expectancy of about 81 years, Sweden has been focused on
investments in the field of education and research of renewable energies.
In Sweden, labour market is dominated by the understandings and agreements concluded by
trade unions and professional associations inte. Sweden had as target regarding coverage of
policies, to maintain, but also to create new jobs. Thus, both the State and the individual profit
from having a job: the individual benefits from stability — being more easily integrated into the
rmãn nd d v lop d som omp t n s throughout lif . Th omp ny lso m k th most of
this because majority of countries employment has high levels are stable throughout the scocial,
economic and political. 72.7% of occupancy rate illustrates the fact that Sweden is among the
first places in Europe at the level of employment of ortei. Also just a 1.42% of total work force
stood in unemployment for a longer period than one year.
Of the 34 countries reviewed, the Organization for Economic Cooperation and development
ranked Sweden 10 concerning the employment situation. Countries with the best results were
Norway, Iceland and Switzerland, and Spain, Slovakia and Estonia have situated at last places.
We can deduce that Sweden is tooth leaders in innovation among Member States. So, send the
gap analysis between Sweden and Romania at the organizational level.
Regarding future plans for the stabilization and development of the labour market at european
level, the European Commission intends to propose at the end of the year 2015 package of laws
relating to mobiliatatea. These laws aim faciliate market mobility and prevents ounces abuse
them. The package is expected to include proposals and plans of social benefits, but also the
possibilities about how decent working conditions could be put into practice on the internal
market.
3.2 National background in Romania, Sweden and Greece (employment rate)
Young people represent 20% of the population at European level.
One of the main problems that affect this category is the employment rate. When it comes to a
job, the problem is either the lack of jobs according to knowledge and expectations of the person
or a small number of vacancies for a particular function.
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One aspect that greets young people in finding a job represents the completed studies. For
example, in the first quarter of 2009, most of the young unemployed were high school graduates
at most, which puts them at a disadvantage level in the country because they compete with young
people who hold a college degree or two. In the same time, it is not guaranteed that a young man
with higher education or at least with a university degree, will be able to be employed right after
graduation. Another problem facing young graduates of higher education is that, most often, they
do not operate in the field that studied. In most cases, it is necessary to have a diploma attesting
the completion of university studies in order to take up better paid jobs, and young people are
working in fields that have nothing to do with what they`ve studied.
Annually, over 130,000 young graduate faculties, but most of them fail to find a job consistent
with what they learned in college and are forced to accept positions below their capacity (call
center operators, cashiers, waiters etc.) or in the best case they pass from an internship in
another. Unfortunately it is certified that young people do not know their goal in life and do not
know the direction of their lives. This is demonstrated each year at job fairs that take place in
Bucharest. Employers say that young people have no idea about the companies where they
submit resumes. Also resumes that they bring are disastrous , not well structured and does not
endorse reality . These issues are proven by the employers that are increasingly complaing about
the way young people show to the interviews.
The economic crisis has created a new candidate profile young eager to engage: with higher
education, is willing to work on a post under-qualified and earning close to the minimum wage
because the young workforce is so desperate to occupy a job, that do not set high standards.
According to statistics, in Romania the highest employment rate for people of working age was
recorded among graduates with higher education (81.7%); the conclusion is that as the education
level drops, occupancy decreases. The large number of unemployed young people in our society
is dramatic so it is trying to introduce a program to integrate them on labor market.
According to INSSE ROMANIA a press release on March 24, 2015 youth unemployment aged
15-24, in the first quarter of 2015 it was 24.1% while the European average youth unemployment
up in 25 years was 21.8%.
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In 2014 the European average unemployment among young people up to 25 years was
21.8%.
According to the National Agency for Employment (NAE), unemployment in the entire country
was 5.51% at the end of February of 2015, an increase of only 0.05%, compared to January this
year while in February 2014, unemployment was down only 0.33%.
According to NEA most unemployed come from unskilled workers who worked in agriculture,
which counts a total of about 99,000 people. According to data held by county agencies for
employment at the end of February 2015 were registered more than 5,110 people, compared to
the end of January, their number reaching about 500 thousand people.
About gender unemployment it increased from 6 to 6.05% for males and from 4.84% to 4.90%,
the unemployed female.
By age statistics are as follows: 41 170 people aged between 25 and 29 years, 64 830 people now
under 25, 142,500 unemployed people between 40 and 49 years, 110 480 citizens aged between
30 and 39 years, 74,320 citizens aged over 55 and 65,150 people were aged between 50 and 55
years.
After numerous NEA reviews on the educational level of young unemployed, the highest share is
represented by those with no education, and those who have primary education, the second is
represented by those who have completed secondary school, and in the past all those who have
graduated from a vocational school, which represents 78%.
On the other hand, statistics show that half of unemployed are youngsters who live in villages,
but not looking for a job, they preffer to stay home. The reasons these persons prefer to stay
unemployed are fleeing distance until the factories on the outskirts of towns and low wages,
which would cover only transportation to the destination. Another EU-funded research shows
that over half of the households in rural areas are very poor. The conclusion is that these young
people are striving not to have jobs, but neither deals with households in which they live.
Perhaps most cases come from rural families where they live, and education received from
parents. Most people forming potential additional workforce are rural people, who do not
actively seeking a job and waiting, in general, are to receive job offers from employers who
come to hire them seasonally.
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These people do not fall into the category of unemployed, defined in statistical terms, as people
simultaneously meet three conditions: no job, can start working in the next two weeks and have
actively sought a job in the last month. Moreover, in Romania there is a "potential workforce
Audition", ie inactive population (pupils, students, retired persons or maintained household) who
would like a job but non of them is looking for one. There is also the category of people who
want a job but from various causes they can't (health reasons, most often). Additional potential
workforce is an explanation of unemployment decreased in Romania, compared to other
countries: if unemployment was 6.8% in Romania in 2014, in Spain, late last year the
unemployment rate was 23.7% , in Portugal 13.4%, Italy 12.9%, in Poland by 8% and the EU
average was 11.4%, according to statistics published by the Ziarul Financiar in April 2015.
The latest statistics published by Eurostat, the EU statistical office, show the evolution of
unemployment in the Union in June 2015 than the same period last year. This shows decreasing
from 10.2% to 9.6% for the EU, while Romania shows a slight increase in June, and from 6.8%
to 7%. In it, the euro area unemployment rate in the month of June 2015 was 11.1% (down from
11.6% compared to June 2014).
Table: The unemployment rate in June 2015 in the EU, Eurostat source
Among the Member States, the lowest unemployment levels were recorded by Germany (4.7%)
and the Czech Republic (4.9%), while the highest levels were registered in Greece (25.6% in
April 2015) and Spain (22.5%).
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Compared to last year, in June 2015 the unemployment rate dropped in 21 Member States and
remained stable in France and Cyprus. The largest decreases were recorded in Lithuania, Spain
and Portugal, and the highest increases in Finland, Austria and Italy.
The situation of young people under 25 years: In June 2015, 4.724 million young (under 25)
were unemployed in the EU, of which 3.181 million in the euro area. Compared with June 2014,
the youth unemployment decreased by 386,000 in the EU and 225 000 in the euro area. In June
2015, youth unemployment was 20.7% in the EU and 22.5% in the euro area, compared to
22.1% and 23.6% in June 2014. In June 2015, the lowest unemployment rates were recorded in
Germany (7.1%), Malta (10.0%), Estonia (10.1% in May 2015), Denmark and Austria (both
10.3%) and the highest in Greece (53.2% in April 2015), Spain (49.2%), Italy (44.2%) and
Croatia (43.1%) in the second quarter of 2015.
Table : The unemployment rate among young Eurostat source
Over a year ago, in 2014 Germany had the lowest number of unemployed young people,
according to a press release from the Federal Statistics Office published on August 11. The
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statistics for 2014 are included 330,000 German citizens aged between 15 and 24 years, ie 7.7%
of youth and 3.9% on the entire population of the German labor market.
Romania has a youth unemployment rate of 24%, representing 7.1% of the population and 17%
if deemed young people not included in any form of education or professional training. It is
followed by France with 24.2% (resp. 8.9%, 10.7%).
In the bottom of the list are Spain (53.2%, 19%, 17.1%), preceded by Greece (52.4%, 14.7%,
19.1%). EU average in 2014 was 22.2% (resp. 9.2%, 12.47%), far exceeding the old EU
countries like Italy (45.5%, 15.3%, 19.3 ), and the newest member, Croatia (45.5%, 15.3%,
19.3%).
Unemployment in Greece
According to Greek news sources located in the US unemployment rate in December 2014 to
26% from 25.9% the previous month, after the downturn in the economy was faster than
expected, data released by the Central Statistical Office (ELSTAT ).
Unemployment in Greece has almost tripled from the onset of the crisis in 2009, and remains the
highest in the eurozone, where the average rate stood at 11.3% in December 2014.
The highest unemployment rate, 51.2%, was recorded among young people aged between 15 and
24 years. In December 2013, the unemployment rate among young people aged between 15 and
24 years was 56.2%.
According to the same news agency, Reuters, the unemployment rate in Greece fell slightly in
May, to 25% from 25.6% the previous month and 27% in May 2014 according to data published
by the Central Statistics Office (ELSTAT)
Unemployment in Sweden
The unemployment rate in the general population was 7.5% in December 2011 and in December
2012 a slight increase of 7.8%, now standing at the same value;
In 2012 the unemployment rate among young people was 23.2%.
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4. The SWOT analysis (Romania, Sweden and Greece)
ROMANIA
Strong points:
- Programs for Youth
- Emigration ( unemployment rate decreases )Support Programs for IMM and SRLD
increase the number of jobs in general
- Virtual Platforms ( BestJobs , Hypo , My Job , etc.) facilitates finding a job
- Chances to volunteer and to do internships develop personal experience
- The possibility to acces a European Fund is a opportunity for young people to start their
own business
- Possibility to exchange with youth from abroad
- A study post 1989 showed that young people have a level of education higher than their
parents
- The young ones has the hope that they will have a better life than their parents
Fortunately, in Romania there are young people who have acquired an entrepreneurial
spirit; they want to start their own business
- Many young people join political parties and want to change the existing problems of
society
- Their desire to get involved in volunteering either to help or to gain experience , is
increasingly more and more
- The participation in competitions both national and international , as well as getting
results is a remarkable feature of young Romanians
- Many young Romanians are very ambitious and they want to overcome their own
situation (especially the underprivileged from rural areas. )
- Preparing young people for jobs that were not born yet , precisely to initiate them in these
areas to develop
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- World Education Fair is one of the largest consulting fair, where come in Romania a lot
of prestigious universities from many countries in the world, say about young Romanians
that are ambitious and focused on obtaining results
- The very good results of Romanians studying abroad help the universities from there to
place among the best universities in the world
- The Ministry of Labour is struggling to combat illegal employment , protecting in the
same time citizens' rights
Weak points:
- Youth unemployment rate is 25.7 %
- Illegal work increases considerably
- A high percentage of undocumented young ones work of a highly skilled labor
- The employers insist very much in finding people with 1-2 years experience in related
field
- Low salary is insufficient to provide a decent living
- Reduced number of jobs with part-time ( 10% rate )
- The education system does not correspond to labor market
- Inexperienced youth
- Corruption
- Bureaucracy
- The lack of a close collaboration between NGO‘s and the Government
- Many young people give up on school because they believe that diplomas will not
provide a better workplace
- Three -quarters of young people (14-29 years old) and 50 % of people over 18 years old
are living with their parents in Romania
- For the most part , young people consider that they belong to the same social class
parents (especially those in rural areas )
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- Those who are living in rural areas are less likely to graduate or achieve baccalaureate
graduate
- The students who remained in school until grade XII, only 56 % achieved a pass mark for
the Baccalaureate 2014
- Poverty: although education is free in Romania , a family spends on average more than €
400 / year / student
- Because of the lack of financial resources families would ask their children to work
alongsides his studies to contribute to the costs and it coul reduce the learning time and
individual training
- There are many cases when the parents withdraw their children from school
- Lack of motivation coming from teachers
- Teacher are less prepared
- Students did not know how to set a goal in life and how to follow it
- Teachers fail to self- impose to be life models for young people, because they are mentors
for their students
- In disadvantaged areas teachers do not give so much interest in learning their pupils
- Discrimination rate increases from year to year
- Teachers do not have any expectations from children who live in disadvantaged areas, or
who belong to different ethnic groups
- Insufficient training of teachers who work with people with disabilities
- Most companies do not want to employ young people from rural areas , because of their
lack of interest
- One of three young ones is satisfied with the educational system in Romania
Opportunities:
- Reducing taxes for young employees ( encourages employers )
- The development of tourism (jobs for youngsters)
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- Reducing aging
- Collaboration with the universities <- > Companies (internships)
- Training Courses
- Advice on professional orientation
- Facilitating access to European funding programs for free advice
- Providing mentoring programs and personal development
- Offering part- time jobs ( 3-4 hours / day) for young people who are still in school to
help them financially, but at the same time allow them to be able to continue their
studies
- Integrating more young people in society, those people who have a disadvantaged
economic and social situation
- Integration of children who belong to certain ethnic, in the middle of those who are of
Romanian nationality
- Mentoring programs help young people in their careers
- Reducing bureaucracy
Threats:
- The unemployment rate is increasing since 2008 ( 17.6 - > 20 - > 22.1 - > 23.9 - > 22.6 -
> 23.7 - > 24.0 - > 25.7 %)
- The tendency of young people to turn to illegal ―busin ss‖ because of the difficulty in
finding a job
- Emigration of young ones who are highly qualified
- The emigration of young people without high education, which may have a better sallary
abroad
- Children from disadvantaged schools become parents with low education , which will be
unable to support their children in learning
- When a student has a job in parallel with its educational activity , they risk not to devote
time and attention to their study
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- Increasing the rate of discrimination , especially among young people who live in the
problem-areas
- Young unemployed people seem to be from rural areas ; they prefer to stay home and not
to go working
- In most cases , the rural unemployed do not look for a job, but neither of their households
they do not care too much
- Many unemployed young people do not know how to focus on entrepreneurship because
they think that they will not succeed , one of the main cause is bureaucracy
- More young people indulging in agriculture work , which does not bring to them a great
profit
- It is expected that in the next five years to increase the unemployment rate among young
people
- Illegal work grows rapidly and also the percentage of qualified persons who are working
without a labor contract legal
- There are a lot of students who emigrate to universities in Europe, because they have a
learning system more efficiently and effectively than in Romania.
Romania recorded the highest percentage NEET- the unemployed ones and those who are not
enrolled in any form of education - from EU. At EU level in this category are 6.8 million youth
25-29 category, it means about 1 in 5 young people , "said Costoiu , at the international
onf r n ― K ping young p opl in th l bor m rk t , in du tion nd / or tr ining
progr ms.‖ ommon h ll ng s - Common Solutions ", organized at the Parliament Palace.
-According to the minister , the share of young people in Romania who have no job and are not
enrolled in any form of training is 23 %, which is above the EU average.
-In the years 2008-2012 , Romania had a NEET rate above the European average and 15-24 age
category. Most young people have been identified in the year 2011 to 17.4 % of the population
aged 15-24 years , while in 2012 this percentage dropped to 13.1%.
Sweden
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Strong points:
- High salary
- Trade and telecommunications are developed, so ensue jobs for young people
- Sweden has trained and professional workforce
- Free higher education
- Programme in universities rely more on individual study, so that the student will have
time to read all the related bibliography
- Courses help students to develop their critical thinking ability to analyze
- Summer jobs for young people provided and paid by Municipalities
- Good collaboration between government organizations and NGO
- Swedes are calculated and benevolent persons directed towards success
- Reduced rate for inexperienced employees young people (first year of employment,
developed)
- Although the unemployed rate increases in Sweden, the State pays young people aged
between 18-28 includes for years to go to Norway to work-or to offer them new
opportunities, either to reduce the number of unemployed
- Swedes are friendly people and prepared to develop increasingly more
- Young Swedes are organized and serious and put great emphasis on fairness
- A proof of the Swedes give healthy education in everything they do, including in relation
to strangers
- Training and qualification of young entrepreneurs with business ideas
- Young Swedes enjoy distance learning which reduces shipping costs
- Swedes have spawned "little Flat" programme offering students with housing at
affordable prices, in order to assist and encourage
- Voluntary activities are considered as part of an important part of the democratic process
- Interest in participation in cultural activities is one high
- Young Swedes are among the most stressed students studiosi and planet, confirm the
statistics
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- Moreover, they are extremely careful and disciplined, asked all the time what are the
rules and how to proceed
- They are quiet people and works slowly-40 hours/week, by passing the needless stress
- We also organize a lot of sessions in which debating issues and works slowly; curious is
the fact that this thing slowed down at all times give results incredibly good
- In Sweden has entered mainstream "Slow Food", which determine young people and not
only to eat to drink slowly, savoring the food and leading a healthy lifestyle, qualitative
- Young Swedes emphasize living quality, rather than quantity, one that does not bring
happiness in life
- Because of this healthy lifestyle and quiet, a studio show that Swedes live most of all
Europeans
- They have the fewest health problems across Europe, according to the same study
mentioned earlier
- Medical system is very well developed and social work excellence, makes Sweden to be
the country with the most old and long running population
- The working of the System involves Swedes always; for example, when decisions are
made at the level of firms, organizations, etc., are taken into consideration workers '
decisions
Opportunities:
- Entrepreneurship
- Offering the possibility of young unemployed Swedes to hold jobs during summer in
crisis-stricken countries such as Spain and Greece
- Free higher education, that encourages more young people to enroll in universities
- In Sweden, volunteering is regarded by people as "good society", therefore as many
citizens are involved in such activities
- They place the emphasis very much on "quality of life", therefore, the Swedes always
will have good results
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- State economy Development in a quick way, thanks to the slow but efficient way you
deal with the Swedes
- The Development of all areas of the economy
- The opportunity to have good relations with countries whose economy is in an advanced
stage: Germany, Finland, Japan, due to the good relations he establishes with them
- Recruitment of skilled labor, high because they have a policy very well planned and
maintain courteous relationships but also very casual with their colleagues and
subordinates
- Interest in finding new business partners
- Economic Competition on the market predicts a future increasingly better state
- The highest economic growth in the E.U-further production of high technology will
always bring big profits
- Increasing interest of Swedish companies export for Romanian market
Threats:
- The lack of need for a job in many young people
- What Expectations do not match the offer labour market
- The growing Number of immigrants
- Young people aged over 20 years live with their parents, ace is a worrying thing-during
working hours, the Swedes take advantage of so much free time, holidays, medical
leaves, etc.
- Relaxation from the education system will lead to large future gaps regarding education
so students and students
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- The process of demographic growth is low
- Offences relating to drugs placed Sweden second place in Europe
- The fact that managers do not give orders to their subordinates can result in decreased
work effort
- Swedes start risking to lead an unhealthy lifestyle, as even breaks to service have adopted
the model of the american fast food
- Personal Neglect is becoming more and more highlighted, they are putting more
emphasis on the business, rather than their lives.
Greece
Strong points:
- Tourism developed (jobs that concern young people)
- Entrepreneurship is a branch of the economy developed in Greece
- Greeks have a healthy attitude towards life
- In this country is very low degree of infractionalitate
- Young Greeks have strong initiatives, therefore, they organize various rallies to defend
their rights, especially in this period of crisis facing their country
- Young Greeks are concerned to attend a large number of outdoor activities
- They are involved in a multitude of events, festivals, how will not find in other country
in Europe
- Greeks observe siesta between Holiness 14-17, so their productivity is increasing
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- Young people in this country are leading a healthy lifestyle, her meal program and
observing sleep
- Governments shall aim at working hard to be overcome work
- Large-scale spending more hours at work, it seems, than the Germans, because most of
them are professionals
- Their own business, initiates in tourism or agriculture
- Greeks lead a slow and healthy life, taking into account issues that you improve on
them
- Greece-Orthodox Church started a project through which advises residents to begin to
address a more thrifty lifestyle, consumption ethics
Weak points:
- Unemployment rate among young people of 48.3%
- Bureaucracy
- Corruption
- Lack of experience of young people
- the lack of a tight collaboration between NGOs and the Government
- Economic crisis
- Residents complain of lack of Hellenes jobs stemming from the economic downturn
- After Greece was integrated in the EU in 2001, its inhabitants worked increasingly less,
until the outbreak of the crisis
- Socio-economic System of the State where taxes are high and the Greeks are
increasingly in dip, debt, does not stimulate them to be more workers, but only to get
income for living
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- They do not put emphasis on quality of work, therefore, Greece is considered to be one
of the most European peoples
- Greeks say it's working only six months a year, the rest of the year they relax and party,
this is one of the causes why Greece is considered to be one of the most lazy
countries from Europe
- Here people treat with the irresponsibility of financial resources had, spending up and
the last ban on satisfying your own pleasure
- The Greek crisis has made Germany to refueze to give it financial support
- Due to the cost of life of Greece, many young people migrate to countries where living
conditions are much lower
- After the crisis, has increased the number of people living on the street, and most are
young people aged between 26 and 45 years
- In a percentage of 87% of Greek young people feel excluded and marginalized from the
economy and social life
- After a continent-wide study, the Greeks were positioned in most European Nations say
it may have a lot of services, they worked and received many complaints on the part
of tourists that are not properly served in restaurants or as not necessary offer
attention
Opportunities:
- Entrepreneurship
- Reducing taxes for young employees (encourages employers)
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- Tourism economy grows and the Greeks can sit quietly while they bring tourists come
- The tourism and in the winter, not summer only (people here working 6 months a year,
the rest of his time hanging out and having fun, living from what they earned in the rest
of the year)
- Trade in Greece is the most developed in the world, so there are great opportunities that
the State have continued good economy continued
- The Greeks tend to have most of the hours of work in a week, even more than Germans
currently
- Settling of the crisis in Greece now (more jobs, to give proof of greater efficiency in the
workplace, there is a greater degree of rationality in terms of managing money, came
from every part Greek)
- A move saving policy will be able to pull out of this impasse and Greece will help young
people to rebuild a new future
- The implementation of a series of reforms to ensure that the economic recovery of Greece
- Combating the black economy could lead to the return of crisis
- Stopping tax evasion, can also contribute to overcoming the economic crisis
Threats:
- Work among young people
- Expectations that do not match the labour market offer
- The crisis in Greece pushes young Greeks come to study in Romania and Bulgaria, which
leads to lower labor and skilled persons
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- The economic crisis has brought thousands of young people in the street, their number
increasing dramatically over the last few months
- There decreases dramatically the number of jobs in the market
- Crisis affects lifestyle of Greeks from all social classes, being forced to give up the
pleasures that have been used
- The fate of the Greek people is certainly one of austerity
- To be able to get out of debt and get back to their way of life, the Greeks will have to
pass through penance of austerity
- On the other hand, is the fact that the Greeks valued right now and that's not because they
are "victims" of "capital" crisis generates new problems, so that the Greeks are threatened
as will no longer receive aid from other EU States members
- Amplifying the crisis lead to default and the collapse of the Government several times, so
the Greeks are in continuous derisory
- The problems created by the deep crisis will increasingly more economic aid received
from other States will not only increase the public debt, hindering the economic return.
1.1. Providing access to all adolescents and young people to training and quality education ,
both formal and non-forma
Courses of action
a. Development of activities with youth ( youth work ) , advice and opportunities for non-formal
learning -oriented groups at high risk of early school leaving ;
b. Expanding educational guidance and vocational guidance both by increasing the number of
councilors and diversify networks counseling (not only in schools but also in youth centers ,
homes of culture of students in ONGT in community centers of learning permanent ) and by
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including a more extended youth counseling system for those that no longer attends school but
faces social and professional difficulties ;
c. Implementation of prevention, intervention and compensation to reduce early school leaving ,
including alternative forms of education such as adult education and training , with emphasis on
rural areas and Roma youth ;
d. Supporting young people in rural areas and among disadvantaged groups in order to increase
access , participation and level of education including tertiary education ;
e. Ensure the equipment minimum level entities involved in society to ensure youth access to
culture and education.
1.2 . Improving the offer of non-formal education
a. Expansion of volunteering and those activities initiated by ONGT sites that offer opportunities
for non-formal education ;
b . Follow enhance of the relevance of curricula , including in higher education, the needs of the
labor market and strengthening partnerships between schools , businesses and research ;
c . Increasing the attractiveness of non- formal education offers education units , youth centers ,
the House of Culture of Students , NGOs and youth ;
d . Inclusion in the Centres for Youth and Culture in the Houses of Students of a function of
youth resource center offering training , consultancy, project development, management
consulting projects initiated by youth;
e. Establishment of youth centers and houses of culture of students in national network with
subnets regional , thus increasing their potential to develop action strategies to better meet the
specific needs of young people / students from those regions to integrate specialized international
structures and obtain European funding for their projects in addition to state support for
maintenance, equipment and operation ;
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f . Attracting trade unions and student organizations dedicated to youth ALUMNI programs at
higher education institutions;
g . Extension and support for online learning, conferences and seminars on topics requested by
young people;
h . Expanding opportunities for language learning and training of transversal competences (
digital communication etc ) ;
i. Insurance contributions from funds of central public administration authorities and local
authorities, as well as attracting European funds for the development of appropriate
infrastructure of education and training, including that of non-formal education specific youth:
multifunctional centers of learning and leisure, Community learning centers permanent homes of
students, campuses holiday training facilities, youth cultural centers in rural areas, local clubs,
sports and leisure complex, equipped with specific equipment for training activities;
j. Mobilization and orientation of governmental and nongovernmental organizations, local
communities in order to establish partnerships and build cooperation for sustainable development
of non-formal education providers and service complex / integrated youth-driven.
k. Create and implement a system of effective cooperation between schools or public and private
inteprinderi in order to carry professional traineeships for pupils and students.
1.3. Stimulate the interest of young people to participate in non -formal education activities
Courses of action
a. Encouraging organizations that develop non -formal education projects for young people ;
b . Promoting youth through schools and ONGT , opportunities for non-formal education
activities provided by the European program Erasmus + ;
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c . Gradual development, during the period 2014 - 2018 , of a system of validation and
recognition of learning outcomes in non -formal and informal learning in accordance with good
practice and advanced European experiences
1.4. Ensuring better practical relevance of skills acquired through formal and non –formal
Courses of action
a. Orientation of non-formal education mainly to areas that provide good social integration of
young people and a more active and responsible manifestation: education for citizenship and
knowledge of rights and obligations as young as future adult education and guidance
entrepreneurial early education for work, education for healthy lifestyle , parenting and parent
education etc ;
b . Follow- increasing relevance of education programs , including higher education , the needs
of the labor market and strengthening partnerships between schools , businesses and research ;
1.5. Facilitating youth access to consumer culture and cultural creation of quality
Courses of action
a. to interest young people harnessing local cultural traditions ( Romanian and ethnic minorities )
, including the training in traditional trades ( artistic crafts) ;
c . Stimulating concerns for reading and literary youth ;
d . Supporting and fostering creativity and youth performance in various fields of creative
industries (advertising , visual arts , performing arts , research and development , software etc. ) ;
e. Promoting, supporting and rewarding young talents and performance of technical and
scientific innovation . Encouraging intercultural education , both through participation in training
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courses and learning in other countries through exchanges of young people and by providing
opportunities for knowledge of the culture of ethnic minorities in their own country ;
f . Ensuring the protection of children and young people against certain risks that occur as a
result of using new means of mass communication , particularly through the development of
skills in the field, while recognizing the benefits and opportunities that they can offer young
people ;
g . Facilitate access to quality culture of rural youth through specific measures for local cultural
participation ;
h . Supporting the youth culture manifestations that reflect the concerns and interests;
i. The financing of projects for tourist and cultural center of the country, implemented ONGT ;
j . Providing advance better in the media and the internet ( social media ) and training
opportunities for non-formal education .
1.6. Improve funding cultural activities
Courses of action
a. Encouraging the private sector to help finance cultural events;
b . Launch of national programs aimed at the discovery and promotion of young people with
high creative potential in the cultural - artistic and scholarships for young artists valuable ;
c . Provide favorable financial participation of talented young people from disadvantaged
backgrounds in the activities of professional artistic training institutions ;
d . Financial support structures to promote cultural and artistic activities for youth ( youth centers
, cultural houses student clubs / circles of NGOs and youth ) in order to ensure the best possible
conditions and making tourism more attractive youth participation in these activities .
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3.1. Increasing youth participation in community life, in all its social, educational, cultural ,
economic , health .
Directions:
a. Creating more opportunities for youth participation in community life ;
b . Support for seminars, conferences and similar events to promote participation among
adolescents and adolescentinerilor ;
c . The promotion of successful models of participation with the aim of encouraging young
people to get involved in community life ;
d . Introducing young people and parents the benefits they can gain through involvement in
voluntary activities and the skills and competencies achieved;
e. Rewarding the best initiatives of participation and decision involving local youth in
competitions projects;
f . Creating research and consulting groups of young territorial administrative units
(municipalities , cities, counties ) ;
g . Increase the motivation of young people to participate in the community through involvement
in projects ;
h . Creation of funding opportunities to establish or improve local sustainable youth facilities ;
i. Developing the study of civic education in the formal education system ;
j . Promotion activities of interest to young people and adapting various groups volunteering
opportunities for young people;
k . Improving the regulatory and governance, transparency and accessibility in youth policy .
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l. Ensuring that strategic management at youth centers , houses of culture of students and
facilities of free time for youth to be achieved mainly by representatives ONGT and executive
management should be appointed solely on the criteria of competence and with maximum
transparency;
m . The creation of platforms through which young people can report cases of abuse , corruption
and fraud in public institutions and conduct campaigns to encourage their use.
n . Measuring the effects of volunteering on the performance of individual experience and
perception at the individual level in terms of economic agents ;
3.2 . Increasing youth participation in politics.
Directions:
a. The introduction of elements of political education in the curriculum for civic education in the
formal education system ;
b . The active involvement of NGOs and youth in the introduction to formal education curricula
civic and political rights;
c . Promoting youth participation in voting by the media and by information points ;
d . Ensuring the right of students to vote in the locality where they reside during their studies .
e. Encouraging youth involvement in decision-making processes of simulative to understand the
mechanisms of democracy .
3.3. Increasing the participation of NGOs and youth structured dialogue .
Directions:
a. Decision making transparent areas in which young people are directly concerned ;
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b . Promoting co- management with NGOs and youth in the implementation of programs and
activities for youth ;
c . Initiation practices and establishing a dialogue with young people , in which all players can
bring ideas to begin , decide , implement and monitor policies and programs / youth at all levels;
d . Promoting structured dialogue between decision makers at the political level and civil society,
to ensure the effective participation of young people in decisions that affect them.
3.4. Creating an enabling environment for volunteering in Romania .
Directions:
a. Ensuring consistency legislative framework governing voluntary movement in Romania with
the European directives by improving the framework law - Volunteering Law 195/2001;
b. harmonization framework law with other existing legal documents (Youth Law no. 350/2006,
Law no. 351/2006 - on the establishment, organization and functioning of the National Youth
Council of Romania, Law no. 146/2002 on the legal regime county youth foundations and
Bucharest and the National Foundation for youth Law no. 333/2006 - establishing counseling
centers and youth), Law no. 78/2014 - regulation of volunteering in Romania;
c. Increasing the capacity of NGOs and youth through financial and technical support
mechanisms for accessing public funds national, European and international, and to ensure the
continuity of their operation;
d. Placing the legislation volunteering as competence in the field of central public insitutions to
facilitate dialogue between the NGO sector and policy makers;
e. The direct involvement of the voluntary sector in public policy that aims, in areas where
voluntary activities;
f. Development of infrastructure for volunteering through capacity building technical,
operational and financial resource organizations;
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g. Supporting technical assistance programs from organizations resource to other NGOs and
youth;
h . To facilitate mobility in the European and international volunteers ;
i. Establish a legal framework for the remuneration of trainers , animators , youth workers and
other stakeholders as resource persons for youth ;
j . Promoting the work of NGOs in schools and colleges ;
3.5. Improving the system of certification and public recognition of volunteering .
Directions:
a. Create and implement a system of recognizing skills acquired through volunteering , based on
the National Qualifications Framework and the European Qualifications Framework for lifelong
learning throughout life ;
b . Adoption and implementation of the Manual for measuring volunteer work created by the
International Labour Organisation to collect valid and measurable statistical data on the size and
dynamics of volunteering in Romania ;
c . Encourage informal groups as promoters of volunteerism ;
3.6. Raising public awareness about the importance of engaging in volunteering .
Directions:
a. Promoting volunteerism as a core value of the company and as added value for the individual
and society;
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b . Create mechanisms to promote activities and projects undertaken by NGOs and youth in the
community ;
c . Identify the tools to attract the involvement of the media in promoting volunteerism and civic
participation ;
d . Conduct studies and research in the areas of voluntary involvement on a voluntary
environmental situation in Romania ;
4. Labour and Entrepreneurship
4.1. Labour
Specific objectives and courses of action
4.1.1 . Increasing the employment of young workforce , with a focus on age groups 15-24
and 25-29 .
Directions:
a. Development and implementation of financial incentive schemes for employment, to
companies that hire young people after graduation ;
b . Implementation Plan for the Implementation of the Youth Guarantee ;
c . Paying special attention to regions / areas with high occupational exclusion among young
people in providing active labor market measures ;
d . Adapt education and training to the changing needs of the labor market , especially in
qualification needs required in those sectors that have growth potential.
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e. Stimulate and facilitate the involvement of employers in developing human capital through
lifelong learning;
f. Paying special attention to quality and value added training scholarships offered to young
people, including through participation in the European initiative on a European Framework for
Quality Training Grants;
g. Promote the organization of apprenticeships, internships economic agents to practitioners
subsequent employment of young people;
h. Increasing the attractiveness of education and VET system and support to familiarize young
people enrolled in compulsory education to future jobs with a focus on rural areas and the
Romanian citizens of Roma origin, with better adaptation in the short term and long-term good
anticipation skills that the labor market;
i. Improving the quality and relevance of VET (initial and ongoing) and tertiary education in
relation to labor market needs;
j. Taking into account the specific situation of young people in designing flexicurity strategies.
4.1.2 . Existente71în promoting legislative measures for young people , be assured that
coherent transition from education to the labor market .
71Legea no. 335/2013 regarding the internship for university graduates and Law 279/2005
on apprenticeship at work , updated.
Directions:
a. The work of youth and non-formal learning will be recognized and further supported as a
significant source of support for equipping young people with skills and competences likely to
facilitate their access to the labor market, thereby contributing to the Europe 2020 objectives;
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b. Promoting easy access to information, friendly and quality, labor market, rights and
obligations of employees or employers, for all young people, especially those with fewer
opportunities;
c. Integration of information and guidance on career paths in all levels of formal and non-formal
learning for young people to be aware of the requirements of the labor market to create the better
chances in this market and prepare them for working life;
d. Support the strengthening accessibility, efficiency and quality of public employment services,
including their provision by the private sector;
e. The provision of certain services that come under the remit of the public employment services
by the private sector compliance with the legislation in force
f. important actors such as youth workers, career advisers and trained trainers will be recognized
and supported as a significant source for relevant support;
g. support, including financial, non-governmental organizations and youth as major providers of
non-formal and informal learning education and the wider mobility opportunities outside the
context of formal education.
h. Providing personalized training in youth work specialists, teachers and career counselors to
provide labor market information and career counseling field;
i. Organise seminars on career development support by strengthening cooperation between
NGOs and youth national employment services and labor;
j. Harmonization of labor law with the Law of National Education and Youth Law in order to
ensure a coherent transition from education to employment.
4.1.3 . Promoting and supporting life balance and personal youth .
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Directions:
a. Promote and support programs and measures to ensure a balance between their work and
personal needs of young people, might enable them to use their full potential on the labor market
and in private life.
b . Stimulating youth participation in activities of acquiring initial work experience
c . To encourage employers and employees to use various forms of work , especially
teleworking, part-time work , job sharing the workplace and at home;
d. Ensuring several types of childcare, flexible and accessible at work, home and school,
provided by qualified personnel;
e. Launch information campaigns to encourage young families to equally share tasks of private
and professional life using flexible working arrangements.
4.1.4. Stimulating mobility of young people on the domestic labor market.
Directions:
a. Subsidies for rent young people who move to another county for their first job;
b. Encouraging enterprises through tax incentives to contract and salary package to include
service housing for young employees. Complementary such housing will be contracted / built by
the state and made available to employers under certain conditions;
c. Facilitating access and mobility of domestic labor so young Romanian who studied abroad and
foreign young people who studied in Romania or in other Member States.
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4.1.5 . Supporting the mobility of young people in Romania on the European labor market ,
including through programs combining work with training and integration programs in
the post- pilot phase of the program "Your first EURES job " .
Directions:
a. Strengthening public employment services and other organizations active in the labor market
to become employment services under this program and to join the other European networks
designed to facilitate the integration of European labor markets ;
b . Encouraging and supporting cross-border partnerships between employers and training
providers , to gain access opportunities of young people in Romania to education and training
under the program " Erasmus + " , first of the European Commission;
c . Promoting professional and vocational opportunities for young border .
4.1.6. Providing better opportunities to access and maintain employment of young people,
through the acquisition and development of skills and competencies
Directions:
a. Supporting providers of education and training in best adequacy of skills and competencies
students / graduates to the demands of sectors with high potential for creating jobs, such as ICT,
healthcare and the green economy, including their participation in coalitions and plans action
initiated by the European Commission in this respect;
b. Ensure the right of young people employed at the fair and equal treatment, especially of
employment and decent wages, jobs neprecare, training and promotion opportunities, and not be
discriminated against based on age;
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c. Supporting actions to improve the employability of young people, as well as individual
counseling, training in the workplace, intermediate labor markets and encouraging
entrepreneurship, taking into account the particularities of the employment structure in Romania;
d. Supporting young people in order to maintain the labor market by providing counseling and
career guidance quality training at work, internship and apprenticeship paid good quality,
responsive to their abilities and interests;
e. Developing a multi-dimensional approach to supporting the reintegration of young people
NEET (not in employment, education or do not attend training) through opportunities for
education, training or employment .;
4.1.7 . Development of social economy and increasing youth participation in it.
Directions:
a. Exploiting the potential of social economy models to support the labor market integration of
young people from vulnerable groups , developing local services where the market fails models ,
creating jobs and social inclusion ;
b . Promoting and supporting social enterprises managed by young people ;
c . Creating and providing consulting services to improve economic and environmental
performance of the social economy ;
4.2 . Entrepreneurship
4.2.1. Enhance the self-employment of young people in business.
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Directions:
a. Implementation of legislative measures and develop programs to promote self-employment of
young people's needs;
b. Stimulate the creation of new business by promoting entrepreneurship in schools and
universities;
c. Providing a more varied range of services for career development of young people who come
at the same time support economic development at national and European level;
d. Facilitating and supporting the development of young talent and entrepreneurial skills;
e. Stimulating and supporting start-ups and development of new companies (start-ups) by
facilitating their access to finance;
f. Creating training programs in business for young unemployed people, including clearly
defined stages: profiling, planning, commissioning, consolidation and growth at each stage offers
a varied menu of services (counseling, training and qualifications, counseling and access
microcredit), in partnership with youth and other organizations, business advisers and financial
institutions;
g. The launch active labor market programs providing financial support for unemployed young
people in starting a business;
h . Connecting public employment services , assistance services and micro- finance providers to
help unemployed young people to develop their careers in entrepreneurship;
i. Introduction to key competence " entrepreneurship " in curricula of study in primary,
secondary , vocational, higher and adult education ;
j . Delivering actions to promote youth entrepreneurship programs , including the development
of web platforms .
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4.2.2 . Enhance the self - employment of people in business in rural areas.
Directions:
a. Promoting young people accessing funds for agriculture, fisheries, forestry, etc. the
development of business in rural areas;
b. Setting up task forces young people (farmers, researchers, consultants) who will participate in
the European Innovation Partnership 'Agricultural Productivity and Sustainability ";
c. Promoting new sources of income for rural youth within the sector (processing activities,
marketing) and outside (environmental activities, tourism, education);
d. Support for knowledge transfer demonstration on new practices; information exchange and
short-term visits within the EU to promote the exchange of best practices for rural youth;
e. Creating and providing consulting services to improve economic and environmental
performance for rural youth.
4.2.3 . Promoting entrepreneurship at all levels of education and training for young people .
Directions:
a. Ensuring the acquisition of transversal skills such as digital literacy, learning to learn, sense of
initiative and entrepreneurship, cultural awareness and understanding through programs specially
created, a business management concepts;
b. Ensure the functionality of the triangle education-research-innovation by supporting
partnerships nationally and internationally between the business world and the various sectors
and levels of education, training and research to ensure that the competences and skills in the
school to labor market needs, but also to increase emphasis on innovation and entrepreneurship
in all forms of learning;
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c. Enabling young people to have at least one practical experience of entrepreneurship before the
age of 26 years, or even before leaving compulsory education, such as running a mini-company,
the responsibility of an entrepreneurial project for a company or a social project;
d. Training youth entrepreneurial resources through the Structural Funds (European Social Fund,
the European Agricultural Fund for Rural Development);
e. Promoting entrepreneurship learning modules for young people participating in youth
guarantee schemes.
4.2.4 . Young entrepreneurs to facilitate the adjustment processes of European integration
and globalization.
Directions:
a. Developing entrepreneurial skills based on knowledge and optimal management of resources
in order to adapt to the demands caused by rapid globalization of markets ;
b . Promoting Erasmus for young antreprenori72 a cross-border exchange program which gives
new or aspiring entrepreneurs the chance to learn from experienced entrepreneurs who run small
businesses in other EU countries ;
c . Facilitating access to funding sources for youth development through programs and services
advisory and consultancy ;
d . Developing a platform dedicated to the analysis , creation of a common methodology and a
mentorship program between entrepreneurs in Europe.
5. Occupational exclusion
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5.1. Inclusive youth- promoting measures to facilitate their access to the formal labor
market
Directions:
a. Focusing active measures on the labor market so that the effect of reducing disparities between
areas of residence, regional and territorial
b. Providing social accompaniment of young people at risk of social exclusion in order to avoid a
situation of "revolving door" where people are trapped between unemployment and precarious
employment, poor quality;
c. Encouraging young people from vulnerable groups to enter the formal labor market by
facilitating access to second- h n progr ms, progr ms du ţin nd non-formal training and
counseling for job placement;
d. Stimulating the development of measures to encourage youth employment in the labor market,
particularly those from the child protection system, young people who have served custodial
sentences and youth with disabilities through the development of social economy enterprises;
e. Initiation of actions targeted integration , to improve access to employment of young people in
a number of socially vulnerable groups : women, Romanian citizens of Roma youth with special
needs and people with low education level and qualifications professional .
5.2. Targeting non-formal education for the social reintegration of socially excluded young
people, ensuring maintain or restore access to formal education along with real promotion
of non-formal and informal recognition of skills acquired
Directions:
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a. Improving education outcomes, addressing each segment (pre-school, primary, secondary,
vocational and tertiary) within an integrated approach that includes key skills and aims to reduce
early school leaving;
b. The development of platforms for education through partnership between schools, universities,
NGOs and youth and non-formal learning providers, with participation by community members
(parents, youth) from which recipients of learning platforms;
c. Provision of support measures for students with good school results and very good
disadvantaged backgrounds;
d. Asigurerea access to school young people, particularly young girls in communities with
traditional values;
e. Promoting participation in decision-making, ensuring diversity and inclusion, and decrease
centering solely on exams and certificates in order to ensure a culture of understanding,
acceptance and respect
f. Facilitate by county councils and municipalities, the agreements between schools in remote
areas without employers proximity and agents in other economic areas, to enable the
organization of vocational education in these areas and prevent exclusion from education to
youth ;
g . Implementation of measures to promote e-inclusion of young people , mainly directed
towards the poorest and most isolated areas of the countryside and to categories of young people
with a low standard of living ;
h . Providing opportunities for artistic and cultural affirmation of young people with poor
economic resources and socially excluded and young people with disabilities;
i. Reducing dropout by providing support for people with disabilities (adapting curricula ,
ensuring itinerant teacher , provision of textbooks in accessible format.
5. Development of life skills among youth (EU competencies and it further development)
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The legislation defining the powers of the Union is the Lisbon Treaty, clarifying the division of
powers between the European Union (EU) and Member States. This act differentiates three core
competencies: exclusive competences, shared and supporting competences.
EU acquires legal treaty so it can henceforth to conclude treaties in areas within its competence.
THE THREE MAJOR TYPES OF SKILLS
Treaty on the Functioning of the EU (TFEU) distinguishes between three types of competence,
and each draws up an exhaustive list of the areas concerned:
exclusive competence (Article 3 TFEU)
Union shall have exclusive competence in the following areas: (a) customs union; (b) establish
the competition rules necessary for its operation; (c) monetary policy for Member States whose
currency is the euro; (d) the conservation of marine biological resources under the common
fisheries policy; (e) common commercial policy.
Also, the Union's competence is exclusive in terms of an international agreement when its
conclusion is provided for a legal act of the Union or is necessary to enable the Union to exercise
its internal competence, or to the extent that it may affect common rules or alter their scope.
shared competences (Article 4 of the TFEU)
Shared competence between the Union and the Member States applies in the following
principal areas: (a) internal market; (b) social policy, for the aspects defined in this Treaty;
(c) economic, social and territorial cohesion; (d) agriculture and fisheries, excluding the
conservation of marine biological resources; (e) the environment; (f) consumer protection;
(g) shipments; (h) trans-European networks; (i) energy; (j) area of freedom, security and
justice; (k) common safety concerns in public health matters, for the aspects defined in this
Treaty.
supporting competences (Article 6 of the TFEU): the EU can only intervene to
support, coordinate or complement the action of Member States.
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Union shall have competence to carry out actions to support, coordinate or supplement the
actions of the Member States. At European level, these actions have the following areas: (a)
protecting and improving human health; (b) industry; (c) culture; (d) tourism; (e) education,
vocational training, youth and sport; (f) civil protection; (g) administrative cooperation.
SPECIAL COMPETENCES
The EU has special competences in certain fields:
the coordination of economic and employment policies (Article 5 of the TFEU): the
EU is responsible for ensuring the coordination of these policies. It is required to define
the broad direction and guidelines to be followed by Member States;
the CFSP (Article 24 of the Treaty on EU): the EU has competence in all fields
connected with the CFSP. It defines and implements this policy via, among others, the
President of the European Council and the High Representative of the Union for Foreign
Affairs and Security Policy, whose roles and status have been recognised by the Treaty of
Lisbon. However, the EU may not adopt legislative acts in this field. In addition, the
Court of Justice of the EU does not have competence to give judgment in this area;
the ―flexibility clause‖ (Article 352 of the TFEU): this clause enables the EU to act
beyond the power of action conferred upon it by the Treaties if the objective pursued so
requires. However, this clause is framed by a strict procedure and by certain restrictions
in terms of its application.
THE EXERCISE OF COMPETENCES
The exercise of Union competences is subject to three fundamental principles which appear in
Article 5 of the Treaty on EU. The definition of EU competences greatly facilitates the proper
application of these principles:
the principle of conferral: the Union has only the competences conferred upon it by the
Treaties;
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the principle of proportionality: the exercise of EU competences may not exceed what is
necessary to achieve the objectives of the Treaties;
the principle of subsidiarity: for shared competences, the EU may intervene only if it is
capable of acting more effectively than the Member States;
TRANSFER OF COMPETENCES
Allocation of competences between the EU and the Member States is not final. However, the
reduction or extension of EU competences is a delicate subject which requires agreement of all
Member States and require a revision of the Treaties.
KEY SKILLS FOR LIFELONG LEARNING
In a knowledge society, key competencies in terms of knowledge, skills and attitudes appropriate
to each context are fundamental for each individual. They provide added value for the labor
market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction
and motivation.
The key competences should be acquired by:
• Young people are at the end of compulsory education and training; The key competences
would prepare them for adult life, especially for the workforce, and forms the basis for further
learning;
• adults throughout life, through a process of developing and updating skills.
Key skills to fit into the principles of equality and access for all. This reference framework also
aims, especially disadvantaged groups whose educational potential requires support. Examples of
such groups include people with low basic skills, those who leave school early, long-term
unemployed, people with disabilities, migrants etc.
Eight key competences
This framework defines eight key competences and describes the knowledge, skills and attitudes
related to each key. These key competences are:
communication in the mother tongue, which is the ability to express and interpret
concepts, thoughts, feelings, facts and opinions in both oral and written form (listening,
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speaking, reading and writing) and to interact linguistically in an appropriate and creative
way in a full range of societal and cultural contexts;
communication in foreign languages, which involves, in addition to the main skill
dimensions of communication in the mother tongue, mediation and intercultural
understanding. The level of proficiency depends on several factors and the capacity for
listening, speaking, reading and writing;
mathematical competence and basic competences in science and technology.
Mathematical competence is the ability to develop and apply mathematical thinking in
order to solve a range of problems in everyday situations, with the emphasis being placed
on process, activity and knowledge. Basic competences in science and technology refer to
the mastery, use and application of knowledge and methodologies that explain the natural
world. These involve an understanding of the changes caused by human activity and the
responsibility of each individual as a citizen;
digital competence involves the confident and critical use of information society
technology (IST) and thus basic skills in information and communication technology
(ICT);
learning to learn is related to learning, the ability to pursue and organise one's own
learning, either individually or in groups, in accordance with one's own needs, and
awareness of methods and opportunities;
social and civic competences. Social competence refers to personal, interpersonal and
intercultural competence and all forms of behaviour that equip individuals to participate
in an effective and constructive way in social and working life. It is linked to personal
and social well-being. An understanding of codes of conduct and customs in the different
environments in which individuals operate is essential. Civic competence, and
particularly knowledge of social and political concepts and structures (democracy,
justice, equality, citizenship and civil rights), equips individuals to engage in active and
democratic participation;
sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves
creativity, innovation and risk-taking, as well as the ability to plan and manage projects in
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order to achieve objectives. The individual is aware of the context of his/her work and is
able to seize opportunities that arise. It is the foundation for acquiring more specific skills
and knowledge needed by those establishing or contributing to social or commercial
activity. This should include awareness of ethical values and promote good governance;
cultural awareness and expression, which involves appreciation of the importance of the
creative expression of ideas, experiences and emotions in a range of media (music,
performing arts, literature and the visual arts).
These key competences are all interdependent, and the emphasis in each case is on critical
thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive
management of feelings.
A European reference framework for European Union (EU) countries and the Commission
These key competences provide a reference framework in support of efforts at national and
European level to achieve the objectives that you define. This framework is primarily aimed at
policy makers, providers of education and training, employers and learners.
5.1 National youth policies
Youth policy is an area of national policy. At European level youth policy is an area in which
decisions are taken by the ordinary legislative procedure. A number of European programs
promote youth exchanges both within the EU and with third countries.
The provisions of European youth appeared in the early 90s, taking the form of programs that
were supported things like youth mobility, youth exchanges, active citizenship, volunteering,
participation. Gradually appeared in youth policy provisions, provisions that are found in a
number of documents and initiatives launched at European level, such as the White Paper,
European Youth Pact, European Youth Strategy. In the member states of the European Union is
trying, through existing mechanisms, outlining a common approach in the field of youth. Each
Member State remains, however, responsible for the implementation of its policy in the youth
field, by virtue of the principle of subsidiarity.
European action programs:
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1. EU Youth Strategy 2010-2018
In April 2009 the Commission presented a Communication "An EU Strategy for Youth -
Investing and Empowering. A renewed open method of coordination to address youth challenges
and opportunities ". The new strategy invited both Member States and the Commission, in the
period 2010-2018, to work on European youth through an open method of coordination renewal.
The strategy invites all Member States to organize a permanent and regular dialogue with young
people. It also encourages youth policy based more on research and factual evidence. In
November 2009 the Council of Ministers of Youth adopted a resolution on a renewed framework
for European cooperation in the youth field for the next decade. It builds on the Commission's
Communication of April 2009. The new EU strategy for youth identify two general objectives
for this new framework:
• Creating more opportunities and ensuring equal opportunities for young people in education
and the labor market;
• active citizenship, social integration and solidarity among young people.
Within these general objectives, the strategy identifies a number of concrete initiatives aimed at
helping young people to manage the opportunities and challenges in education and training,
employment, entrepreneurship, health and well-being, participation, voluntary activities,
integration social, culture and creativity and youth in the world.
2. "Youth in action"
On 15 November 2006 the European Parliament and the Council adopted Decision no.
1719/2006 / EC establishing the "Youth in Action" 2007-2013. This document constitutes the
legal basis of the program over its entire length. The program is aimed at young people aged
between 15 and 28 years (in some cases, between 13 and 30 years) and aims to inoculate an
active citizenship, a sense of solidarity and tolerance among young Europeans, from adolescence
adulthood and engage them in shaping the EU's future. The program promotes mobility within
and beyond the EU, informal learning and intercultural dialogue and encourages the inclusion of
all young people, regardless of educational level, social origin and cultural background they
come from. Through this program, young people are helped to acquire new skills, and it provides
opportunities to learn in an informal informally and in a context with a European dimension. It
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was paid special attention to youth access of roma communities, giving them priority in the years
2009 and 2010. Volunteering is a core part of several EU programs that mainly promote the
mobility of volunteers, such as' Youth in action "(notably through the European Voluntary
Service), Erasmus + and the" Europe for citizens ". It will focus on funding projects with a size
for volunteering in the EU action programs like "Youth in Action".
3.„ Youth on the move "
Youth on the move is a comprehensive package of policy initiatives in education and job
employment among young people in Europe. Launched in 2010, part of the Europe 2020 strategy
aims to improve the educational initiative and the chances of being hired young people, reducing
the high unemployment rate among young people, in accordance with the EU's wider goal of
reaching a rate occupancy of 75% employment for the active population (20-64 years).
In Romania the main programs of action are:
1. The largest program to combat youth unemployment is the "Youth Guarantee"
launched in April this year by the Ministry of Labour, Family, Social Protection and the
elderly and the European Commission.
Warranty Implementation Plan for Youth has been implemented since 1 January 2014 through
implementing measures includes:
Apprenticeships and Traineeships
These initiatives combine employment with training the workforce. It thus provides young
people the opportunity to perfect the skills obtained during initial education and acquisition of
new skills.
Youth employment
Encouraging employers through subsidies.
This measure aims to recruit young graduates by the companies, to give them a job. The amounts
shall be granted for a period of 12 months.
Stimulating youth mobility
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Award framing bonuses.Employment bonus is awarded young occupying a job in a village
located at a distance of 50 km from home, so 1.000 lei / month is granted once the
Unemployment Insurance Fund.
Stimulate youth for initiating business and the creation of small and medium
enterprises
Free assessment of competences obtained in non-formal and informal
This measure refers to the official recognition of their skills assessment centers acquired
otherwise than in education or training system
Professional training
• Provide personalized accompaniment of young people at risk of social exclusion (youth
with disabilities, young roma or those leaving institutional child rearing)
• Guidance and counseling
To qualify for any of the measures implementing the guarantee scheme Youth Employment
Agency the registered workforce, young people will be targeted and advice.
Implementation of the program:
Companies that hire young people between 16 and 24 years will receive 200 euros and 500 lei
per month (aprox 110 euros) for each of them for a year. But they are obliged to keep them in the
company at least a year and a half. 470 million of European money will go to the "Youth
Guarantee". It should benefit hundreds of thousands of young people, according to the program
will be counseled, guided and ultimately private sector employees. It will give money for
apprenticeships, internships specialization, premium mobility, installation premiums and
subsidies for employers.
2. Another program, as important as Youth Guarantee is the state aid scheme for training
(general and specific) specifically called Money for training is a state HRD funded
scheme.
This program was applicable in the period 2009-2013 for:
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Priority Axis 2 "Linking life long learning and labor market":
• K y Area of Intervention 2.1 "Transition from school to active life";
• K y r of Int rv ntion 2.3 " ss nd p rti ip tion in FP ‖;
Priority Axis 3 "Increasing adaptability of workers and enterprises":
• Key Area of Intervention 3.2 "Training and support for enterprises and employees to promote
adaptability".
The general objectives of the scheme consisted of:
• improving th tr nsition from s hool to tiv lif ;
• d v loping th p ity of nt rpris s to support up-skilling of employees;
• in r sing th skill level of employees;
• in r sing th l v l of tr ining or sp i liz tion of mploy s;
• improving ss nd p rti ip tion in VT.
Granting of aid under this scheme has been conducted in compliance with the provisions of
Regulation (EC) nr.800 / 2008 of 6 August 2008 declaring certain aid compatible with the
common market in application of Articles 87 and 88 of the Treaty (General Regulations aid
block exemption). This aid scheme is exempt from the obligation to notify the European
Commission, in accordance with Regulation (EC) nr.800 / 2008 of 6 August 2008 declaring
certain aid compatible with the common market in application of Articles 87 and 88 of the Treaty
(general Block Exemption Regulation aid). This aid scheme was applied over the country, in all
8 regions.
Field of application:
In this scheme of State aid granted financial support for enterprises operating in all economic
sectors, except to aid favoring activities in the processing and marketing of agricultural products
in the following cases:
when the aid amount is based on the price or quantity of such products purchased from
primary producers or sold by the undertakings concerned, or
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when the aid is conditional on being partly or entirely passed on to primary producers.
This scheme is NOT valid for:
export-related activities, namely aid directly linked to the quantities exported, to the
establishment and operation of a distribution network or to other current expenditure
linked to the export activity;
upon the use of domestic over imported goods.
State Aid Scheme Program continued in 2015, as per 24 August 2015 opened a new recording
session requests for financing investments that promote regional development by creating jobs.
Through the scheme of state finance part of the wage costs for companies that create within three
years of completion of the investment at least ten new jobs, of which at least three for
disadvantaged workers.
The new jobs created be maintained for a minimum period of 5 years from the date they were
first employed for large enterprises and 3 years for SMEs.
In order to obtain financing in the first phase, the applicant must submit to the Ministry of
Finance a request for agreement for financing a number of other documents proving the legality
of business and information about investments and jobs that the company intends to create.
3. Another program is funded HRD minimis aid scheme called "Money for health and
safety of employees" represents a transparent de minimis aid scheme funded from
HRD and applies to:
Priority Axis 3 "Increasing adaptability of workers and enterprises":
• K y r of Int rv ntion 3.2 "Tr ining nd support for nt rpris s nd mploy s to
promote adaptability".
The overall objective of the scheme is to increase quality employment and improve working
conditions by ensuring safety and health protection in the workplace, prevention of
occupational hazards, information and training of workers in health and safety at work and
organizational framework and means necessary safety and health at work. This provides a
significant contribution to promoting initiatives in the field of employment, in terms of
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flexibility and security (flexicurity) in the labor market, in accordance with the HRD Strategy
2007-2013. Aid de minimis within this scheme will be made only if the provisions on de
minimis aid laid down in Regulation (EC) nr.1998 / 2006 of 15 December 2006 on the
application of Articles 87 and 88 of the Treaty to de minimis aid.
This minimis aid scheme applies throughout Romania, in all 8 regions.
Field of application:
This minimis scheme does NOT apply to:
aid to enterprises who work in fisheries and aquaculture sectors governed by EC
Regulation no. 104/2000, published in the EU Official Journal. L 17 / 21.01.2000;
aid granted to undertakings which operate in the primary production of agricultural
products, as listed in Annex 1 of the EC Treaty; aid to that operating in the processing
and marketing of agricultural products as listed in Annex. 1 of the EC Treaty, in the
following cases:
- When the aid is based on the price or quantity of such products purchased from primary
producers or put on the market by the undertakings concerned;
- When the aid is conditional on being partly or entirely passed on to primary producers.
aid for activities related exports to third countries were the Member States, namely
aid directly linked to the quantities exported, to the establishment and operation of a
distribution network or to other current expenditure linked to the export activity;
aid contingent upon the use of domestic over imported goods; aid to companies who
work in the coal sector within the meaning of EC Regulation no. 1407/2002 on State
aid to the coal industry, published in the EU Official Journal. L 205 / 02.08.2002;
Aid for the acquisition of road freight transport vehicles granted to undertakings
performing road freight transport for hire; aid to firms in difficulty as defined in the
Community guidelines on State aid for rescuing and restructuring firms in difficulty,
published the EU Official Journal. C 244/2004.
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4. Another HRD program, similar with minimis aid is "Romania Start-Up". This
financing program is combined with a de minimis scheme under which young
entrepreneurs can get up to 25,000 euros for starting a business.
Minimis scheme applies to companies created by people aged between 18 and 25 years and 25
years, who want to start an independent activity, based on a business plan in the areas:
- Tourism and ecotourism;
- Textiles and leather;
- Wood and furniture;
- Creative Industries;
- Automotive components;
- Information and communications technology;
- Health and pharmaceutical products;
- Energy and environmental management;
- Bioeconomics (agriculture, forestry), biopharmaceutical and biotechnology;
- Food and beverage processing.
ganizations that have won a project funded by "Romania Start-Up" are required to select at least
40 business ideas who propose them to receive maximum funding of 25,000 euros by the de
minimis scheme.
From the facilities provided under this scheme, can benefit companies meeting following
conditions:
1. legally registered in Romania and operates in Romania;
2. are not insolvent, not an insolvency business activities have no restriction on the business, are
not subject to arrangements between creditors, or is in an analogous situation to the aforesaid,
regulated by law
3. Register no debt and have paid their fees on time, duties and other contributions to the state
budget, special budgets and local budgets with the legislation in force;
4. legal representative of the company was not subject to a conviction res judicata in the last 3
years, by any court, for work or professional ethics;
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5. legal representative of the company has been convicted res judicata for fraud, corruption,
involvement in criminal organizations or other illegal activities detrimental to the financial
interests of the European Community;
6. legal representative of the company did not provide false information;
7. is directly responsible for the preparation and implementation of the project and does not act
as an intermediary for the project to be financed;
8. has not been the subject of a recovery order following a previous Commission decision
declaring European state aid as illegal and incompatible with the common market, where has
been the subject of such a decision, it was already executed and aid was fully recovered,
including interest related recovery;
9. The total amount of de minimis aid received by that company only on a consecutive period of
3 years (2 years preceding fiscal and tax year), cumulated with the financial allocation awarded
in accordance with this scheme, not exceeding the equivalent in RON of Euro 200,000 (Euro
100,000 if single undertaking which the carriage of goods for hire and reward).
These limits apply regardless of the form of de minimis aid or the objective pursued and whether
the aid is financed from national or community.
To receive funding through the grant subject to the scheme de minimis, business plans must be
previously selected on the basis of transparent criteria established by the sole beneficiary of the
grant by a commission consisting of representatives of the business community and
representatives sole beneficiary of the grant.
5. Another program supported by public institutions in Romania called Employment
Program workforce (NAE 2015)
This aims: to) increasing employment opportunities and enhancement of professional skills of
persons looking for a job on the domestic labor market; b) Preventing long-term unemployment;
c) To facilitate the transition from unemployment to employment, which are subsequent program
objectives of Youth Guarantee
6. FIRST STEP TO FIRST JOB Project - Progress COM conducted in the period January
of 2013 –July
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7. Job Fair for graduates
Employers will receive subsidies for employment of young people between 18 and 35 who have
never had a job, and to keep at least 3 years, according to a bill adopted by the Senate tacit
Tuesday, October 6.
The bill provides for grants equal to the minimum gross salary per country guaranteed payment
and employers will be exempted from paying social security contributions payable to these
persons for a period of 18 months.
Young people who can handle the jobs subsidized in this way must be aged between 16 and 35
years, not engaged or not to pursue an education or training and no longer had a job for a period
undetermined or determined more than six months combined.
8. Another youth program is the "Young more prepared for the challenges of the
labor market - professional counseling and internships for students"
The project aims to increase the chances on the labor market inclusion of a number of 5000
students by combining vocational guidance and counseling activities proper for students, with
the organization of practical training from employers.
Through career management activities which it carries out the project, students will gain greater
insight on labor market potential and will get advice in choosing the best career choices,
according to their interests and studies. Students in group supported by the project will be
monitored after completion of vocational guidance and counseling program. The project will be
implemented through a partnership between the Ministry of Youth and Sports (Beneficiary),
"Titu Maiorescu" Everlight Solutions, Syneqva Association Young United Daiman Public
Relations, National Agency for Employment, European Board for Certified Counselors and the
Association for Socio-Economic Development and Promotion - Catallactics.
9. National Youth Strategy 2014-2020 launched by the Ministry of Youth and Sport
2013
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This strategy is the programmatic document at the highest level which aims to identify and
prioritize the action guidelines, so it can be noted positive developments in areas such as
employment and entrepreneurship, culture and non-formal education, health, sport and recreation
, participation and volunteering.
10. The job fair "Career Days"
Ministry of Youth and Sport, in partnership with the University and Students' Union Maiorescu
Romania organized during April-May 2015 job fair "Career Days". Part of Project <Start your
career - good practices in their professional counseling Romanian> job fair for students and
master plans to submit their existing opportunities in the labor market and facilitate their access
to top multinational and local companies. Job fair targeting major cities, the start being given to
Bucharest.
5.2 Youth Development Programs (formal, informal and non-formal)
The key competences are a specific combination of knowledge, skills and attitudes appropriate to
the context needed by each individual for personal fulfillment and development, active
citizenship, for social inclusion and employability This is important in setting a framework
curriculum designed to support the implementation of school-type knowledge alive.
It is known that education is the means by which we can become better, more capable, a
differentiator element. Therefore when we talk about education it is important to cover all its
spheres such as formal, informal and non-formal.
The definitions of the most popular of the three forms of education were made by Coombs,
Prosser and Ahmed (1973)
Formal education is the system of education, hierarchically structured and chronologically
graded, from primary school through completion of university, including, in addition to
academic studies General, various specialized training programs (courses, training activities
organized by educational institutions) .
Informal education is the actual process of learning throughout life, within which each
individual form their attitudes, internalize or clarify certain values, acquires skills and knowledge
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from daily experience, drawing on influences and educational resources of the living
environment - from family and neighbors, at work or play, from the market / shop, at the library
or media.
Non-formal education is any organized educational activity outside the formal system existing -
either takes place separately or as an important element of a wider activity - which is designed to
meet the educational needs of a particular group and has clear aims learning objectives.
The awards are, as can be seen rather administrative, referring in particular to the context in
which it is supposed to occur every type of education. Formal education is tied to schools or
training institutions dealing and the awarding of diplomas and qualifications officially
recognized. Nonformal education meet the learning needs of a group and can be done in the
seminars, training sessions, workshops, a partnership between facilitators and participants, in
groups / communities or in other organizations (than those in the education system ).
We shall first formal education in Romania: Presently turnout for all education levels of the
population aged between 15 and 24 years is 55.8%, which places Romania in the EU by 5.2%.
In 2012, the rate of early school leaving by young people between 18 and 24 years was 17.4%,
down marginally from the previous year Romania's target for 2020 is 11.3%. They have
completed at most secondary and not participate in any form of education or training is at risk of
unemployment and inactivity. The percentage of young people who are not enrolled in education
or training nor in employment is higher than 1/5 registered at European level. More than one
young early school leaving in five in North-East and South-Muntenia. The highest rates of
dropping over 2%, registering for classes beginning of schooling cycles of compulsory
education, in other years of study is somewhat lower abandonment. The main obstacle to
continuing the study is in the minds of young people, spending too much schooling (54%),
followed by lack of appreciation of education by young people (17%), 1 pair of 10 indicating
that obstacles lack of support from family and that young people are forced to earn a living and
work. In the 2010-2011 school year, the rate of transition to secondary education increased to
93% from 67.8% in 2008/2009, growth that may be associated with cancellation schools of Arts
and Trades and the takeover by the high school places allocated these schools. In the last 3 years
there has been a steep drop in the graduation rate of baccalaureate. The share of tertiary
graduates in the total population aged between 30 and 34 years was 21.8% in 2012, below the
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EU average (35.8%); target assumed by Romania in the context of Europe 2020 is 26.7%. There
was an increase from 13.3% in 2007. For the age group 25-29 registers a lower value compared
to the European average of upper secondary education and higher education level. PISA results
of standard tests ranks Romania among the countries with low performance in the three areas of
analysis: reading / math lecture; Science, situation of EU Youth Report also highlighted. Young
estimates that the most problematic aspects of the education system are insufficient practical
applications (69%) and failure or absence of activities conducted outside of school (67%).
In 2011, only 1.6% of the active population recorded programs on lifelong learning compared to
8.9% in the EU. In Romania, the concept of continuing education is not yet assimilated. In 2011,
EU average participation in education for 25-34 age range was 15% while in Romania was 4.1%.
The percentage of young workers aged 15 to 24 who participate in formal or non-formal
education was 2.1% in 2011, 11.4 percentage points lower than the European average. In rural
areas, there is a shortage of providers of vocational programs, projects SOPHRD point being
among the few opportunities in this regard. Only 10% of young Romanians have completed their
formal or nonformal educational training outside the country, a low percentage in the European
context, the average being 14%, while 10 EU countries values are above 20%. Only 1 in 5
companies provide training for their staff economic in 2011, about 10% less than in 2005.
Romania is in the European countries group that have the lowest level of involvement in
voluntary activities (along with Greece, Italy, Hungary, Poland and Sweden), more than one in
five young scrolling such activities. 29% of young people say they would be willing to volunteer
in an NGO, as an association or a foundation. Most give a negative response (53%), and others
are not determined whether they would be willing to do so (16%). Nearly 4 out of 5 young
people do not know any NGO working in their own city while 5% are part of an NGO.
However, in recent years young people have been informed about organizations that can be part
so their giving them the chance to be members of NGOs and voluntary student. It worked a lot
on the integration of students in organizations Otherwise this process to be promptly and
efficiently. There are also reports showing that half of young people are members of student
organizations and that one in four took part in volunteer activities.
Most young people believe that the main measures that should be taken to encourage youth
participation in volunteer activities as the information regarding the possibilities of participation
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of young people (almost half of young people). Most young people are not interested or are
interested in small measure of political life. The policy is attracted little interest in Europe,
followed by the local and national levels (proportion of young people not interested or less
interested is over 60% in all 3 cases). However, concrete decision taken by the central spark
more interest, more than half of young people declaring themselves interested in them. For
young people with tertiary level studies volunteering can be valued only in terms of the
experience gained during the activities they volunteer, it can provide a competitive advantage
that we can valorise during work activities. The simple lawmaking of volunteering is not only
necessary but not sufficient taxation in Romania, being necessary to make connections valuation
and revaluation of the experience gained by those involved in this social phenomenon.
Therefore, it made a voluntary assessment methodology both in the individual and in society in
order to identify the intrinsic performance of the process variables.
Nonformal education, because it is subjectively defined is treated different countries of the
world, but also within the European continent. In Romania the task of implementing this type of
learning belongs to the Civil Society Development Foundation (CSDF) and the Ministry of
Education, Research, Youth and Sports (ANPODESP), which promotes a few years some very
specific and creative programs.
Among the features of this type of education, adaptability is one of the most important.
Through Youth in Action program, initiate by ANPCDEFP since 2009 Laboratory of formal
education. They bring together people who have the same experience in the implementation of
learning methods, on the one hand, and NGOs or other institutions involved in education and
want to take on new learning methods, on the other hand.
Youth in Action is the EU program that supports non-formal learning activities for young people
by financing projects with EU funds. The program aims at promoting active citizenship among
young people, developing solidarity and tolerance, supporting mutual understanding between
young people in different countries in Europe, promoting European cooperation and contribution
to improving the quality of support systems for youth activities.
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Youth in Action Programme includes several modules that promote communication between
young people and thus develop projects that boost the performance of their inclusion in civil
society. Among the most important actions we can include:
Youth Exchanges - What is an exchange project? It's encounter many young people from
different countries who have a project idea and want to put it into practice together.
Initiative of young people - by their actions, initiatives cause a considerable number of
young people to become active in their daily lives and talk about their needs and interests
at the local level, but also on issues of European interest.
Participatory Democracy Projects support young people's active participation in
democratic life, develop the dialogue between public authorities and young people,
provides an understanding of the legislative process in youth, promoting innovative
concepts and techniques of involvement and participation, creates structures and
strategies in youth policies , promoting active European citizenship and awareness of
young people of their role in shaping the future of Europe's major.
EVS is a way that young people like you can develop volunteering in another country.
European Voluntary Service fosters solidarity among young people and is a true
"learning service".
Another program of formal learning or learning throughout life is the program of Community
action in the field of learning throughout life (LLP) aims to contribute to the development of the
European Union as advanced knowledge society characterized by sustainable economic
development , more jobs and better and greater social cohesion. In particular, it aims to foster
interchange, cooperation and mobility between institutions and educational systems in the
European Union because they may become a reference worldwide. The program also aims at
modernizing and adapting education and training systems in the participating countries,
especially in the context of the Lisbon objectives, brings European added value directly to
individual citizens participating in its mobility and other cooperation actions.
Erasmus is the program for mobility and cooperation in higher education across Europe. Its
different actions not only address students wishing to study and work abroad, but also professors
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and enterprise staff intending to teach in universities and higher education staff seeking training
abroad.
It's trying to implement an institutional approach to non-formal education such as in educational
institutions and schools is developing a program called "Another way to School" which aims to
develop partnerships between schools in Romania for activities of youth development.
Another tool that supports lifelong learning is the Europass and Youthpass certificates that
facilitates the access of everyone to education programs / training or the labor market, regardless
of age, education level or field of activity. Youthpass and Europass represent the presentation
tools documents and the way they organize their development and training of lifelong learning
perspective.
Europass is a portfolio of documents to which any person can create and use presentation skills
and qualifications in order to identify and recognized in the European area and to facilitate
access to the labor market or access to education programs and training.
Youthpass is a document recognition training activities and skills developed within the "Youth in
Action" (YiA).
Informal education refers to everyday experiences that are not planned or organized and run by
an informal learning. When these "type of experiences are interpreted by elders or by community
members they represent in informal education." Informal education is the process that extends
throughout life, by which one acquires information, and train skills and abilities, their structured
beliefs and attitudes, develop, through everyday experiences. We hold that it is a process that
helps people learn; It is unpredictable (it can happen anytime and anywhere, without knowing
can lead to); is based on our reactions to various situations or experiences; involve exploring and
broadening experiences; is done primarily through conversation as a means of sharing and
confrontation of ideas; stimulates self and reflect on how to learn.
As informal learning activities we can illustrate:
Learning handed
Training / informal tutoring
guided visits
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Learning non taught
self-learning
Group learning
Practice
Non-guided visits
Mobility programs for students and teachers (Socrates Comenius), trainers (Leonardo,
Grundtvig) and experience exchanges between institutions and experts from Romania and other
countries have supported and methodological development of the educational practices of school
, topics relevant to learning.
Other content areas covered by bids training approaches conjugate between formal and
nonformal education in community programs were: consumer education, tourism, industry,
economy, violence in school, social integration, European citizenship - regional identity, ICT,
intercultural science / technology, health education, education, environmental protection,
communication, media, theater, music, dance, crafts and professions, cultural heritage, history
and traditions.
Through those listed in this chapter we see that the boundaries between the three types of
education (formal, non formal and informal) are difficult to draw, and there is overlap.
6.The importance of counseling, educational and vocational guidance among young people
Students periodly, besides the tumult of their life and their big desires to have fun, bring a
period of anxiety, a period that comes with worries and questions that concern professional
career path. Hence a pressing need advice adapted to each human.
ording to RW Strowig " ouns ling m ns m ny things‖. It is a technique of
information and evaluation. It really means to modify behavior. It is a communication
experience. But more than that, it is a search for meaning in human life shared with love as an
essential element center while search its consequences. For me, the rest is irrelevant if no action
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of searching for the meaning of life. Indeed this search is life itself, and counseling is only a
special intensification of this search.
Custom, educational and vocational counseling is a type of short-term assistance
provided, especially young people and aims to overcome barriers in their training adaptation on
the perception of accessing a job. In terms of specialized career counseling represents "the
maximum compatibility between resources, needs, aspirations or personal interests of an
individual and real offer of education, training and socio-professional integration. (Educational
Sciences. Encyclopedic Dictionary, p 211)
Educational guidance and counseling are also part of the Ministry of National Education
proposals and commitment to European integration as an essential element in the restructuring of
the educational system. In this regard, the Ministry of National Education and the Ministry of
Youth and Sports, have developed in the last 3 years more HRD projects in partnership with
various educational institutions and / or private sector institutions.
However, there is a lack of a coherent theoretical framework and a global perspective to
bring together sociological aspects, pedagogical, psychological and career counseling
management on.
A starting point in building a theoretical foundation of the importance of educational and
professional counseling is pesonalitatii model developed by C. Rogers. It is based on fulfillment
by updating potentialities. The whole theory is based on "life force" which he calls "the updated
trend" that is intrinsic motivation present in all life, motivation to help develop potential to the
highest level possible. Ego is defined in this aspect as a conscious and social structure.
Taking as a starting point this theory, needs fulfillment and choosing the right path in
pursuit of a career or an education plan according to each individual's personality can be seen as
a life force.
Ov r tim w d v lop d numb r of th ori s th t d fin th on pt of " r r‖. If w
will refer to indigenous theories, it is necessary to remember that a career is a "succession of
professions, occupations and positions that he has personally active in the market during the
period, including pre-vocational functions (such as those of pupils / students who are preparing
for Working Life and post-vocational (pensioners who can act as substitute teachers,
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collaborators, etc.) "(Butnaru, D. 1999). These theories focus on specific aspects of the career,
but it is important to be mentioned that together offer a complete picture of the overall concept.
M. Savickas says individual builds its career by "imposing a meaning on vocational
behavior and the occupational experiences. J.Krumboltz defines that individuals make
generalizations about himself, autoobservate generalizations. These aim attitudes, work-related
habits, values, ineterese, skill level. They are a result of learning. Lent, Brown and Hackett
promotes the concepts of self-efficacy, expectation and personal purposes.
After sociological studies conducted over the past two years, it has shown that over 55%
of young people think that the most important role in the educational and career counseling, is
the family and school. The explanation of this psihologycal trend response is that the family is
the most secure setting of each child. Develop early family influence and remains permanent. In
addition to the beneficial aspects of normal development, in the family, there are some negative
aspects. Parents tend to know their fake children, specifically amplify their skills, about their
skills that are overestimate them to address their specific requirements. Besides, parents can
impose certain routes educational children, depending on their social status and function of their
professional training. Also, adults who are frustrated because they have failed for one reason or
another to build a career in the right direction, their children transfer their dissatisfaction
professional and I indeama to access areas they are interested in, without taking into account the
wishes and passions of his children.
First contact is made with professional orientation in school. Through curricular and
educational programs specific to each school, students are perofesionala print a certain direction.
This is totally insufficient, especially as teachers behavior patterns tend to impose, greatly
affecting psychosocial development of young people. Most times, when graduating secondary
education, young people have pretty well defined identity, but are seeking training social self. A
counseling program can help them realize their uniqueness and and a shape according to its
general needs.
A percentage of about 16% believe that the media have a key role in their development,
because each of the respondents wanted to become a person of success and the models presented
in Romanian media is perfectly suited to the expectations.
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Only 10% think that professional counseling and educational programs are really
important in their professional development. This demonstrates that young people need programs
of this type to succeed in the future. Many people want a more pragmatic perspective on
counseling and a discussion with an observer not meet your expectations. For this reason we
have developed ways career counseling.
These new approaches provide young a more realistic prospect's needs and means of
benefiting
The teenager lives and develops according to specific need. These are social, need to be
integrated into working groups, need to interact, communicate, cooperate etc, and personal: the
need to practice what she likes, to develop emotionally and professionally. Depending on
specific needs of each individual define different roles in society. Every young individual must
be viewed in part, even if it has much in common with others his age. Just being understood that
differentiate and caractereristicile can perform a role on the social scene.
Benefits framing a youth counseling program are diverse. In the first place, it will help to
discover easier interests, skills, opportunities and preferences. Second, it helps increase
awareness to make decisions, to plan and to end implement the actions, to discover methods of
use of free time in an effective and last but not the least, it helps to search and uncover jobs.
•courses
•workshops
Methos involving preparation for contacts with the labor
market
•visits
•jobs fair
•Volunteer
•Internship
•Training
• Practice
Methods involving direct contact with the labor market
•coaching
• Mentoring aided counseling calcultor Other ways
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Psychologically, participation in a program of educational and career guidance, helping
young people to auto-understand. On the one hand, will be more constineti of discretion and the
ability to choose what suits them, and on the other hand, understanding himself, will be able to
define its place in society, understand them functioning mechanisms, to discover the factors that
have an active role in planning for the future.
As John Holland mentioned: "Choosing vocation is the expression of personality"
choosing a mentoring program, the expression of a future employee responsible, externalization
desire to annihilate professional wandering on roads unsuitable or personality type and training.
externalization desire to annihilate professional wandering on roads unsuitable or personality
type and training.
Edward Tolman introduces the concept of cognitive map or "mental map", considering
how cognitive representation and structuring the individual. Mental map "represents a" model
consisting Menat personal manner the individual to position themselves in relation to all the
factors of career. (Motivations, values, career plan, making decisions, the aspirations,
expectations, training needs) defining a profile stable or unstable undecided.
Based on this profile, any person entitled may propose a route receiver, effectively.
Stable profile
•Intrinsec motivation
•Pro-labor values
•Plan well-establishes career
•flexible
•decision making by analyzing the implication of the choice made, confortable choice
•the aspiration, expectation
•good self perception of the labor market, able to overcome social obstacles
•training needs and capacity of analysis
Undecided profile
•Extrinsec motivaton
•Others values the those oriented work
•plan broadly stable career
•decision making: perception unrealistic to oneself and to the labor market, unable to overcome the obsacles of social,
•support dropped from friens and familiy
•neeed training: failure analysis
Unstable profile
•Extrinsic motivation
•others values than those oriented work
•the work of career plan
•decision making: conforable, even if has not yet taken any decision
•the aspiration, expectation: unrealistic perception to word self and the labor market, unable to overcome social barriers
•low support from friends and familiy
•the nedd for training: the inability to analyze it
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Career counseling in European Union
Career guidance policies adopted by the European Union and developed a three-pronged:
1. Permanent orientation (lifelong guidance), adjacent lifelong learning (lifelong learning) -
continuous process that begins in school and develop lifelong adult and professionally.
Here are mentioned 8 key competences that they need to acquire as adults to integrate
European labor market:
Communication in Romanian
Communication in foreign languages;
Basic math skills in science and technology;
Digital Skills, Computer
Competence for learning to learn;
Social and civic competences;
Entrepreneurship and initiative;
cultural awareness and expressive.
2. A more open professional model that allows a wide range of interventions that strengthen
the role of support networks.
3. Emphasizing the role of the individual as an active agent and not as a passive receiver of
guidance and counseling services.
These directions are priorities that are highlighted through various initiatives and programs.
Although there is no Community program to directly address career counselor, this area is
integrated into programs such as "Socrates" (education), Leonardo da Vinci (vocational training)
and similar broad goals – education.
Initiatives meet real needs more accentuated in the accession countries that still do not
have a guidance and counseling system developed.
Education program "Socrates" is structured in 9 actions: Comenius, Erasmus,
Grundtving, Lingua, Minerva, technology in education, observation and innovation, joint actions,
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accompanying measures. Grundtving supports European cooperation projects, one of the key
themes is the development of information, guidance and counseling for adults and / or adult
education providers.
The centers careira university counseling is very important to plan the career front. Meal
planning is tied careierei labor market.
Network FEDORA - European Format for Student Guidance was founded in 1988 in
Dephi (Greece) and includes groups of student advisers, professors and administrations
interested in European issues. This network of expertise respond to ever increasing needs for
counseling students for access to international mobility for graduate education and integration on
the European labor market
FEDORA is working in cooperation with UNESCO, the European Council and
Association ESIB- student unions in European countries in order to develop quality standards
laid respect of advising students and university graduates.
Counseling practitioners may benefit from support from FEDORA in the following areas:
Information education and counseling;
Enhance career and recruitment services information European workforce;
Information education and counseling for students with disabilities.
Psychological counseling.
FEDORA operates four working groups:
1. Career Guidance & Enemployment - Working for career guidance and employment.
2. Educational Guidance & Counseling - oriented working groups and school counseling.
3. Inclusion / Equal Opportunities: Working Party for inclusion / equal opportunities
4. Psychological Counseling PSYCHE- in HE) - Working for counseling in higher
education.
In conclusion, guidance and counseling activities are perceived as being poorly promoted,
low frequency, and communication needs to be improved.
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Previous studies could highlight the causes that lead to an insufficient use of resources
intermediated capital infrastructure and institutional, in the context of creating a network of
working partnerships to support future graduates.
7. Priorities for 2015-2020
This 5 year period between 2015 and 2020 represents a great bridge linking youth development
and the wide range of priorities that they may encounter.
These priorities of young people must overcome stereotypes of their socio-economic status, but
must overcome also and discrimination, differences in social class etc. Nowadays, there are often
marginalized, young people from disadvantaged areas who have families and who have modest
senior living as well as those raised in urban areas, for example.
Thus, for the years 2015-2020 is expected that young people from any social class to be involved
in as many volunteer activities, to be initiated project proposals aimed mainly environmental
protection; Project proposals aimed mainly involving young people with disabilities; proposals
for projects to be conducted in rural and covering mainly rural youth involvement; Project
proposals aimed at addressing the main activities of the Roma minority; Proposals that develop
skills necessary for employment and entrepreneurial skills.
Priorities aimed at young people must start , primarily from NGOs student , whose main aim to
involve young people in all sectors , and providing opportunities for entrepreneurship ,
volunteering , and involvement of these young people in social activities , the environmental
protection etc.
Until 2020 , there is expected that young people could have access to many volunteer programs ,
so they can access a scholarship to study abroad more easily, even to provide a larger amount of
money in terms stock that can go to study abroad. It is hoped that this time until 2020 to bring
youth plan benefits , they will be more motivated and involved professionally.
7.1 Ways to fight youth unemployment in Romania
Unemployment is a contemporary social phenomenon, as a result of the confrontation
b tw n d m nd nd supply for l bor. Th word n b tr nsl t d dir tly s ―in tivity‖. Th
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obstacles which stand in front of a best intersection of supply and demand are: on the one hand,
imposed minimum wage, namely preventing the entry of the jobs, which forces people to remain
unemployed. The increase of imposed real minimum wage over the low price of the offer has be
also the effect of increasing unemployment. On the other hand, limiting the number of
employees becomes a barrier for labor, because the work legislation does not allow individuals
to become employers.
The employment represent o group of people who belonging of the active population of a
country, namely all the people with equal aged or more then 15 years. Besides, are also included
and unemployment persons, available persons to work, people who expect to be recalled to work
or set to begin, but and people who make one of the inactive population(students).
The unemployment can be sorted according to the character(voluntary and involuntary), the
nature and cause(term, frictional, structural) and supply-demand account( classic, cyclical,
seasonal).
The emergence and accentuation unemployment have many causes objective and subjective.
In terms of high labor productivity, th growth p of onomi isn‘t long r bl to provid n w
jobs, so the labor market to be fully occupied.
There are subjective causes, such as behavior retention of economic agents to employ young,
either inexperience, or their inability to come under fit work.
Within the pale of young, unemployment appears because they pick jobs with higher wages,
which becomes a barrier to their active integration. Among young people , unemployment occurs
because they seek paid jobs with higher wages , which becomes a barrier in their active
integration .
The technical progress determine the occupancy of the population according to the duration:
a)short-dated, causing abatement of jobs, due to mechanization, automation, robotisation.
b) long-dated, causing enlargement of the number of jobs, act demonstrated by developed
countries. In accordance with them, human replacement by engine to extends in services, being
accompanied by a reverse process, creating new jobs for to conceive and apply technical
progress.
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The economic crises is characterized by adjournment and abatement of economic activities, such
accumulate the number of unemployment, their integrity being at a low level. Pursuant to a Pew
Research survey, 41% of interviewees believe that the youth are the most severely affected by
the economic crisis. Most of people get a job to pay their bill, several of them choose to continue
their studies, while others argue that they did volunteers to gain experience. In Romania,
standing economic crisis produced a large scale unemployment.
Another cause which go to reduce over a long period of work is changing the structure of
industries and sectors of activity.
Immigration increases the labor in other countries, Romania being in decline and emigration
which have the opposite effect, of decline labor in area home.
Unemployment has become one of the global problems of humanity by reasons of negative
consequence. In this category are included: strained family relationships, social isolation, unable
to be clued up with the problems related to professional aptness, low moral, lack of self-
confidence. The cost of unemployment is determined by the negative effects which will be
support by individuals, economy and society.
The cost of employment include:
-the individual income drawdown
-the state budget income drawdown
-the disburse of budget special fond for unemployment benefits and support allowances
- the loss of income of the society represented by production of company under the potential
-the budget on training in vocational schools, in medium and university education.
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Unemployment evolution rate in Romania according to ANOFM
YEAR THE RATE OF UNEMPLOYMENT IN
DECEMBER
1991 3%
1992 8,2%
1993 10,4%
1994 10,9%
1995 9,5%
1996 6,6%
1997 8,9%
1998 10,4%
1999 11,8%
2000 10,5%
2001 8,8%
2002 8,4%
2003 7,4%
2004 6,3%
2005 5,9%
2006 5,2%
2007 4,1%
2008 4,4%
2009 7,8%
2010 6,87%
2011 5,12%
2012 5,59%
2013 5,85%
2014 5,29%
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The rate of unemployment in 2012
MONTH THE RATE OF UNEMPLOYMENT(%)
JANUARY 5,26
FEBRUARY 5,27
MARCH 5,05
APRIL 4,43
MAY 4,56
JUNE 4,49
JULY 4,77
AUGUST 4,90
SEPTEMBER 5,01
OCTOBER 5,17
NOVEMBER 5,4
DECEMBER 5,59
3%
8,20%
10,40% 10,90%
9,50%
6,60%
8,90%
10,40%
11,80%
10,50%
8,80% 8,40%
7,40%
6,30% 5,90%
5,20%
4,10% 4,40%
7,80%
6,87%
5,12% 5,59% 5,85%
5,29%
0%
2%
4%
6%
8%
10%
12%
14%
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The rate of unemploymentin 2013
MONTH THE RATE OF UNEMPLOYMENT
(%)
JANUARY 5,78
FEBRUARY 5,82
MARCH 5,58
APRIL 5,29
MAY 5,03
JUNE 4,96
JULY 5,29
AUGUST 5,03
SEPTEMBER 4,73
OCTOBER 5,40
NOVEMBER 5,60
DECEMBER 5,85
0,00% 1,00% 2,00% 3,00% 4,00% 5,00% 6,00%
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
5,26%
5,27%
5,05%
4,43%
4,56%
4,49%
4,77%
4,90%
5,01%
5,17%
5,40%
5,59%
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The rate of unemployment in 2014
MONTH THE RATE OF UNEMPLOYMENT
(%)
JANUARY 5,84
FEBRUARY 5,83
MARCH 5,56
APRIL 5,13
MAY 5,91
JUNE 4,87
JULY 5,09
AUGUST 5,12
SEPTEMBER 5,11
OCTOBER 5,13
NOVEMBER 5,18
DECEMBER 5,29
0,00%
1,00%
2,00%
3,00%
4,00%
5,00%
6,00% 5,78% 5,82% 5,58%
5,29% 5,03% 4,96%
5,29% 5,03%
4,73%
5,40% 5,60%
5,80%
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According to the National Statistic Institute, the number of unemployment with aged
between 15 and 74 years to February 2015, is 597.000 people. Detect that there is a decline, both
from the previous month by 607.000 people, and over the same month of the previous year by
644.000 people.
Level with sex, the unemployment rates are also differentiated: the situation of men beats
by 0.6% that of women, the specified values being 6.7% for male and 6.1 for female.
According to the latest updates, 16.07.2015, Romania occupies favorable position among
the European Union countries, being situated on the 8th
among the states with the lowest
unemployment rates. Although, our country is a better place to chapter unemployment compared
to other countries, such as : France(10.3%), Poland(9%), the Netherlands(7.4%), this is an
unfavorable position among youth. According to the report by Statistic Institute to Eurostat, the
unemployment rate of young people with aged under 25 years, is 24% in Romania, above the
0,00%1,00%
2,00%3,00%
4,00%5,00%
6,00%
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
5,84%
5,83%
5,56%
5,13%
5,91%
4,87%
5,09%
5,12%
5,11%
5,13%
5,18%
5,29%
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European average of 22.2%. However there are countries with a record unemployment, such as:
Spain (23%), Greece (52%), Croatia (45%).
The crisis status of the labor market is proved by the fact that the actual number of people in
search for a job is much greater than the registered unemployment at a given moment.
According to the research, we can say that there are at least three categories of people
unrecorded as unemployment, but instead looking for a job or they have one and not working.
This includes:
-the unemployment who received unemployment benefits and support allowance
-the unemployment for that expired the legal term in having benefits from allocations
-masked unemployment, namely those people who have an employee, but not working.
Of course that the first categories of unemployment still can register at employment offices
and unemployment, but most of them do not because they think that the chances are very small.
Appreciation of the crisis employment of labor resources, require a urgent finding of
pro dur s in th short, m dium nd long t rm whi h wouldn‘t wors n th situ tion nd would
ensure the creation of the new jobs.
MEASURES TO COMBAT UNEMPLOYMENT:
In th urr nt syst m of Rom ni ‘s th m in bill is th Law no.76/2002 regarding to the
unemployment insure system and the stimulation of employment.
The main objectives are:
-increasing employment opportunities for people who looking for a job
-stimulating the employers for framing the unemployment in work and create new jobs.
The increasing of employment opportunities for people who looking for a job can be achieved
by:
-informing and counseling professional
-labor mediation
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-consulting and assistance for starting an independent activity or for starting a business
-completing employee income
-stimulation the labor mobility
Informing and counseling professional represent a set of services granted free of people who
are looking for a job. The services are granted through specialized centers, but also by public or
private provides with the following purposes:
-provision of information about labor market and the evaluation of occupations
-evaluation and self-evaluation in view of professional orientations
-ability development and the confidence of people who looking for a job, as finally they make a
decision about their career
-training in methods and techniques of searching a job.
Labor mediation is a activity by the employer place in relations with persons who are looking
for a job.
Employers must notify the Agency all vacancies jobs. Failure to communication constitutes a
contravention.
Mediation services for these persons are granted free and consist of:
-information about places vacancies and employment conditions thereof by publication
-electronic mediated, aiming consistent implementation of applications and job offers
-prequalification about education, skills, experience and interests of those concerned.
Consulting and assistance for starting an independent activity or for starting a business
Legal, marketing, financial services, methods and techniques of business management and
human resources, are granted free, once, for each period in which the people receive of
unemployment indemnity.
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Completing employee income
The persons who receive unemployment indemnity and who are getting a job to a normally
program of work receive a monthly amount, with free-tax amounting to 30% of unemployment
indemnity. The necessary amount is granted from the unemployment insurance budget.
Stimulation of the labor mobility
Inactivity, immobility of labor in Romania is an obvious reality. In these conditions new
solutions were introduced to stimulate labor mobility:
-the persons who receive unemployment indemnity live in a village situated at a distance of 50
km from their residence, receive a free-tax employment bonuses, granted by unemployment
insurance budget
-the persons who receive indemnity, moving their home, receive at first bonuses of installation,
given by the unemployment insurance budget, equal to seven minimum salaries.
The stimulate of employers to hire the unemployment
P opl without in om don‘t r m in p ssiv , th y r looking for job in mod r l, so must be
given a great importance measures about stimulating their employer.
Job’s subsidization. A major significance has measures which aimed at educational
institutions graduates and unemployment over 45 years. There are the categories of ages who
meet the greatest difficulties to employment.
Granting credits.
The purpose of granting credits from the unemployment insurance budget is the creation of new
jobs through the establishment and development of small and medium enterprises, cooperative
units, family associations and independent activity which are deployed by legally authorized
persons in the production, services or tourism. The credits are granted on the basis of feasibility
project.
7.2 2 Grants for Youth 2014-2020
198
Gr nts r pr s nt mounts of mon y giv n for rt in progr m or proj t in diff r nt r s
of tivity. Th funds m n g d by Europ n Union r giv n s gr nts nd ontr ts. Gr nts for
proj ts with tiviti s in th dom in of EU poli i s whi h r giv n g n r lly ft r publishing
th ―propos l r qu st „.
Th ontr ts sign d in EU Institutions r gr nt d through u tions for quiring s rvi s,
goods or works whi h th y n ds for th ir own tivity ( studi s, tr ining, onf r n s
org nis tion, IT quipm nt, t ).
Rom ni r iv s ntir ly 26,1 billion uros through fiv stru tur l funds: of oh sion, of
R gion l D v lopm nt, So i l, of Environm nt nd Rur l D v lopm nt. B sid s th oh sion
Poli y nd th ommon gri ultur l on , th funds will b dir t d tow rds th b s of
T rritori l oop r tion Poli y , wh r w will h v op r tion l progr ms for oop r tion with
Hung ry nd Bulg ri .
In th dom in ov r d by th Kasyo Eura proj t th r r two typ s of m in funding:
du tion nd tr ining nd youth. For th first s , th r r giv n study opportuniti s through
Er smus + proj t, support for l st y rs of s ond ry du tion stud nts nd support for
prof ssion l tr ining in oth r ountri s.
Fundings for youth r gr nt d throgh th o-funding of th proj ts whi h n our g ivi
p rti ip tion, volunt ring tiviti s nd th wid r multi ultur l ppro h.
During 2014-2020, EU will llo t round 80 billion uros for th fin n ing in th r s r h
dom in. Th s funds r usu lly giv n s gr nts for p rti lly fin n ing diff r nt r s r h
proj ts.
lso, th sm ll ntr pris s n obt in funds too. Th IMMs n obt in EU fin n ing through
gr nts nd lo ns nd th NGOs nd th ivil so i ty org nis tions n b ligibl for fin n ing
b ing for d to d v lop th ir tivity in th EU poli y dom ins nd not to h v lu r tiv
purpos .
Erasmus+ is th EU progr m in du tion tr ining, youth nd sport during 2014-2020.
Edu tion, tr ing nd sport m y h v m jor ontribution to th ppro h of so i l- onomi l
199
h ng s, th m in probl ms whi h it will f till th nd of d d nd to pplying th Europ
2020 Str t gy for onomi l n r s , jobs, so i l justi nd in lusion.
Er smus + progr m supports th fforts of using ffi i ntly hum n skills nd Europ so i l
pit l of th ountri s in lud d in progr m. It improv s th possibiliti s of oop r tion nd of
mobility with sso i t d ountri s, sp i lly in High r Edu tion nd youth.
Th m in go ls of Er smus + r :
- hi ving th Europ 2020 str t gy go ls
-th sust in bl d v lopm nt of th sso i t d ountri s in high r du tion
-g n r l ims of th r n w d fr m work for Europ n oop r tion for youth( 2010-2018)'
-promoting th urop n v lu s ording to th s ond rti l . ( Tr ty on EU).
Er smus + is th n w progr m v lu d t 16 bilion uros for du tion, tr ining nd youth nd
sport. This is built on th Er smus for Stud nts, th EU su ssful br nd . ll pr vious progr ms
s ―Tin r t in tiun ‖, Er smus nd LLP, r in lud d in th n w progr m, Er smus Plus. Th
m in purpos of Er smus + is to improv th young p opl ‘s h n s of mploym nt through
hi ving xtr skills ppr i t d by mploy rs s w ll s th improv m nt of l ngu g skills.
Th youth is divid d in Thr K y tions:
– First K y tion : Individu ls Mobility of L rning- im d to young p opl , youth
work rs nd mploy rs.
– Th S ond K y tion: oop r tion for Inov tion nd Ex h ng of Good Pr ti s,
dr ss d to univ rsiti s, publi institutions, NGOs, omp ni s nd org nis tions whi h
h v SR d p rtm nt nd to ultur l org nis tions (th tr ,libr ri s).
– Third K y tion: Support for Poli y R form: th r will b in lud d S lto nd Eurod sk
n tworks, dvo y proj ts nd th old m tings bout th fifth tion.
lso, Youth nd Sports Ministry org nis s m ny proj ts omp titions. Th m in institution's
obj tiv s r :
• poli y nd m sur l bor tion r g rding hi ving of Europ n Funds
200
• str nght ning th onomi l nd fin n i l dis iplin i'
• poli i s l bor tion for mploy s
• l bor tion of d s ntr liz tion poli y
Th n tion l progr ms org nis d by MTS r in lud d to support th stud nts for quiring thos
skills, b si knowl dg n ss ry for th ir own pot nti l pit liz tion r g rding int gr tion's
f ility in ont mpor ry so i ty. lso, th r r d pth v rious r s in r spons to tr nd in
so i ty: skills nd r quir m nts div rsifi tion.
During 16-18th M r h took pl th n tion l omp titon of youth proj ts with th th m :
―Stimul tion of young p opl tiv p rti ip tion in so i ty‖ nd ― luj-N po 2015-Europ n
Youth pit l‖. t this omp tition tt nd d su h no-gov rnm nt l org niz tion with nd bout
youth but no-gov rnm nt l org nis tion for stud nts.
This y r, on 20th Jun 2015, took pl th s ond dition of sportiv omp tition,
URBL TON. In this omp titon, urb n dv ntur s w r tr nspos d in n uniqu sporting v nt
full of dr n lin . E h dition og URBL TON omp tition h s diff r nt h ll ng
omp ni d by num rous ―fir t sts‖ by whi h omp titors must p ss.
Thos v nts h v m ny sport mb s dor's support, who h lp promoting sport s n ssibl
tion to v ryon , r g rdl ss of g .
This kind of omp titions instig t young p opl to ov r om th ir own t rms, to dis ov ry
th yr own physi l p iti s nd th winning f ling wh n th y p ss th finish lin . lso, th y
n f l th positiv n rgy whi h is m n t in non omp titiv ont st whi h is ssibl to
v ryon d p nding on skills. Urbl ton is n uni v nt in Rom ni whi h w nts to dir t publi
int r st on th n d to tr in for ov r om su ssfully v ryd y lif obst l s.
Employm nt, So i l ff irs & In lusion
EU Org nis tion ims to r du un mploym nt nd to n r s popul tion insur n of EU's
working g popul tion (20-64 y rs) up to 75%.
Th K y tions of this progr m r :
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1. Th Europ n lli n for ppr nti ships
2. Youth Employm nt Initi tiv
3. Youth on th mov
4. Youth Opportuniti s Initi tiv
5. Your first EURES job
6. EU skills P nor m
Th r son is th t ov r 4,5 milion of young p opl r urr ntly un mploy d in Rom ni . Ov r 7
million youg p opl g d 15-24 h v n v r b n mploy d nd th y l k d tr ining. S hool drop
r h d 11% mong young p opl g d 18-24 y rs.
EFS (Europ n So i l Fund tion)
Th EFS is Europ 's m in tool for promoting mploym nt nd so i l in lusion-h lping p opl
g t job( or b tt r job), int gr ting dis dv nt g d p opl into so i ty nd nsuring f ir r lif
opportuniti s for ll.
Th EFS str t gy nd budg t r n go i t d nd d id d on jointly by EU guv rnm nts, th
Europ n P rli m nt nd th ommision.
Funding is giv n to wid r ng of org nis tions, ivil so i ty, publi bodi s nd priv t
omp ni s-whi h off rs p opl pr ti l h lp to find job, or to st y on th ir job.
Fin n nd Obj tiv s: During 2014-2020, EFS will provid funding of round 80 bullion
uros for: tr ining nd support in mploym nt, promoting so i l in lusion, improving du tion
nd prof ssion l tr inings nd improving th qu lity of publi s rvi s.
Ministry of Sm ll nd M dium Entr pris s nd Busin ss Environm nt
ondu t d num rous n tion l progr ms s:
202
• Th Progr m for stimul ting th r tion nd d v lopm nt of mi ro-busin ss by
b ginn rs ntr pr n urs in busin ss 2015
• M n g r Wom n Progr m
• ST RT Progr m
• r fts nd H ndi r ft Progr m
• Tr d , Produ ts nd S rvi s on th M rk t
• UN T D/EMPRETE Progr m
• http://www. ippimm.ro/fil s/ rti l s_fil s/50/3080/ghidul-t n rului-intr prinz tor.pdf
Norw y Gr nts
Europ n Funds Ministry- Fund d Progr ms
1. P 23 orr tion l S rvi s, in luding Non- ustodi l S n tions ims to improv
orr tion l s rvi in on ord n with r l v nt int rn tion l hum n rights instrum nt.
Gr nt for this progr mm is of 8 million uros. Th Progr mm Op r tion is Th
Ministry of Justi nd Donor progr mm p rt n rs Th Norw gi n orr tion l
S rvi s (KSF). Th progr mm 's m in fo us is to in r s th ffi i n y of th
Rom ni n p nit n i ry, th prob tion syst m nd th sp ifi on rn is giv n to juv nil
off nd rs.
2.Pov rty ll v tion
Th Progr mm Op r tor is th Fin n i l M h nism Offi in Bruss ls in p rt n ship with
D loitt Rom ni . Th budg t for this progr mm is 20 milion uros nd th g n r l obj tiv of
th progr m is to r du onomi nd so i l disp riti s within th Europ n E onomi r nd
to str ngth n bil t r l r l tion through ll v tion pov rty.
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7.3 Strategic Partnerships: Sweden-Greece-Romania
In the last 10-15 years, in Europe, it was marked heavily for a developing and
management concern and co-ordination young people to take into consideration labour power.
The most important point is to create a suitable environment for personal and proffesonal life of
young people, including thos who do sn‘t h v f w rs opportunit s. Th st t s whi h this
writing is made for, more precise Sweden, Greece and Romania, should integrate their principles
and use the European Social Foundation, to increase the labor market participation, combating
segmentation and most important to reduce employment. Having in view the last years, more
exact 2014 year, where the european medium of unemployment for young people was 21,8%, it
was developed a series of projects and partenerships between the three countries mentioned, for
promovation and encouraging young people for a proffesional life.
Over time, they have taken initiatives for job employment among young people, so:
They were allocated 6 billons euro, from the U.E., in 2014-2015, although the
initial period in which the money was supposed to be throw was 2014-2020;
The European founds unspents were be used to the same project;
Encouraged young people to find a job abroad;
Providing professional trainings for projects like: ―You‘r first job EURES‖ and
―Er smus+‖.
According to the official website of Ministry of Work, Family, Social Protection and
Elderly, on January 23, 2015, Romanian and Sweden they signed a declaration of social politics.
This was signed for make a good projects between relationship countries, collaboration and
exchange of experience. For consolidation of bilateral relationships existing between the two
countries, the accent was based on movement freedom of citizens in U.E., more, citizens
situation countries who faced with serios social problems. The romanian ministry has mentioned
that The Government is ready to defend the rights of romanian citizens bazed on freedom of
movement whitin the U.E, and the most important aspect is that was present end discussed about
progress on employment in the country. For a better cooperation linked to this last domain was
occurred meetings with commissions of 11 swedish Non-Governamental Organization, active in
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social plan and authorized of romanian communities established there (approximate 30.000 of
person), and through them, relations between the two countries are strengthened and have the
support of The Romanian Government.
Programs for youth romanian, swedish and greek, developed until now:
Project Name Project Detailed Benefit
1. Program to
encourage youth
entrepreneurship.
-trainings programs during the
summer throw new institution
established;
-principal organization in
Sweden centre;
-young people were selected
to discuss and for obtain the
necessary instruction for
establishment of their own
enterprises;
-stimulate young people to
create their own business;
-cooperation and exchange of
practices between countries;
-economic development in;
Europe;
2. The European
training
„Democracy-a way to
achieve Sustainable
Development”
-project was carried out in
2011;
-location was in Romania;
-the participants were 25
young people, from different
countries, including Greece;
-the topics were democracy
and youth development in this
plan;
-development of intercultural
exchanges;
-awarness of the participants
to get involved in
volunteering;
-promoting educaton among
youth and community
implication;
-promoting democracy
principes and values;
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3. Partnership between
Ministry of Foreign
Affairs and The
League of Romanian
Students Abroads
-partnership for collaboration;
-the event was at the begining
of 2015 year, and location was
at The Palace of the
Parliament;
-encouraging students to came
back home;
-workshop impact events
-Romanian promoting of the
students who studies abroad;
-encouraging young people to
a diplomatic career.
Why should youth romanian, swedish and greek youth works in NGO, Public Institution
and also Private Institution?
NGO – Non-Guvernamental Organization:
These organization needs all the time volunteers which were involved and want to
activate in different domains;
Promoting civilized innovations and citizen values;
Experience necessary both for future job, and also for developing knowledge acquired
until now;
Meetings with new people, stories and experiences;
Variates domains for work like: culture and media, sport, education, health, social,
environmental protection, development, religion and other.
Public Institution:
Activity is developed into a state institution or a state administration;
Variates domains for activity like: health, education, environment, social aid;
Is necessary experience in the chosen field, but, in contrast to the Non-Guvernamental
Organization, jobs are paid.
Work environment is generally comfortable, at office or similar spaces.
Examples for public institution involved in education and youth development:
Ministry of Education and Research, Ministry of Youth and Sport, Directorate of Sports and
Youth of Bu h r st, N tion l sso i tion of r dit Unions of Rom ni n‘s ultur , Stud nts
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Culture House in Bucharest, Bucharest School Inspectorate, Bucharest University, Bucharest
Academy of Economic Studies, Polytechnic University of Bucharest, Carol Davila University of
Medicine and Pharmacy in Bucharest, National School of Political Science and Public
Administration Bucharest, Counseling and Vocational Guidance Center, National Agency for
Community Programs in Education and Vocational Training, Institute of Educational Science,
Ministry of Work, Family, Social Protection and Elderly, Municipal Agency for Employment
Bucharest, National Agency for Employment.
Private institution:
Activity is developed in private society;
Areas for activity are variable, more variable than public area;
The payment is more attractive, depending on the chosen field and employment
performances;
Work environment may be different and it depends on manager and organisation of each
institution.
8. Conclusions
The international environment has experienced rapid changes that had a tremendous impact ,
especially in the cultural field and business by increasing the mobility of young people and
workers. Globalization has resulted in the blurring of state borders and cultural barriers between
countries and continents. In Europe , the effect was enhanced by the process of integration into
the European Union . In these circumstances, the need to develop international skills of
employees working in multicultural environments is to be seen . Through education and training
the social inclusion , tolerance , solidarity could be promoted and cultural barriers between
people removed.
Given these considerations , The Organization for Poverty Alleviation & Development ( OPAD )
in Sweden , Praxis in Greece , Attitudes and Alternatives Association in Romania have proposed
to identify through project " Knowledge and Skills for Youths in Europe" young people, local
and national institutions , NGOs representative interested in participating and providing support
to enrich the knowledge and entrepreneurial skills of youth groups involved in the project .
Moreover , by conducting transnational meeting was given an opportunity for youth workers
involved in the project to interact with each other and to understand the cultural challenges that
they are facing when trying to enter the labor market. Improvement of international skills and
growth of sustainability for youth entrepreneurial action are also objectives of the project , that
are to be achieved through seminars , meetings with non -profit organizations and specialized
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trainings . The project had identified the problems young people face when trying to implement a
business plan and to develop their skills needed to have a successful project, to ensure financial
stability and sustainability of business development.
Moreover, by developing an analysis of these issues, of the needs young people have,
opportunities that they can dispose, and by concluding strategic partnerships, the project
sustainability in the medium term is aimed. Though all these actions the project aims to have a
contributions to the objectives of European Union Cohesion Policy , but also to the Strategy
2020 on education and youth mobility , the inclusion , participatory democracy , and poverty
alleviation through social entrepreneurship.
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Annexes Transnational meetings
Romania, Greece, Sweden
209
Romania
210
Greece
211
Sweden
212